Tesi: "Self-perception. Self-perception Attitude (Psychology)"

1

Perkins, Andrew Wayne. "The implicit self-concept : the structure of the self-concept and its influence on attitude formation at an unconscious level /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/8741.

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2

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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3

Siu, Cho-kei Aaron, e 邵礎基. "Self concept and coping with stress: a study of junior secondary school students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956713.

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4

Au, Ka-keung, e 區家強. "The repetition of form five: an exploratory study on the self-perception of the repeaters". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959209.

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5

Greaves, Curtis K. "Outcome and efficacy expectancies in college student drinking". Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-09122009-040522/.

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6

DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.

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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.

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7

Hensley, Alice M. "Transition to middle school : self concept and student perceptions in fourth and fifth-graders". CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536747.

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The transition from elementary to middle school is a significant period of change for adolescents and is remarkable for several reasons, including the opportunity for new experiences and the potential for other developmental changes to occur simultaneously. Existing literature on transition includes both positive and negative outcomes for adolescents in areas of achievement, peer relations, self-esteem, and self concept, with gender differences including more negative outcomes for girls. The possibility of multiple transitions occurring simultaneously (i.e. puberty and academic transition), along with literature suggesting that the elimination of the middle school model and replacing it with a K-8 building configuration would reduce negative student outcomes, provided the rationale for the current study: an examination of early adolescents either making an academic transition following the fourth grade or remaining in a K-8 building, and the potential influence on self concept. In addition, student perceptions of school related issues were surveyed. A repeated measures multivariate analysis of variance revealed no significant interactions of time and either group status or gender on self concept. The information from the student perception survey suggested students in the Transition group were more likely to report school as being very different before and after transition. Environmental factors, such as having a locker and more choices in the cafeteria, were more important to students than making new friends or facing increased difficulty in academics. The findings of the current study lend support to academic transition occurring at an earlier age and suggest a greater emphasis on environmental aspects of transition and protective factors in facilitating positive outcomes.
Department of Educational Psychology

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8

Campbell, Jennifer Lea. ""My Teacher Says I'm an Overachiever, but I Think He's an Overexpecter" : Teacher Expectations, Self-Concept, and Academic Success". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4546.

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This study explores the relationship between student judgments of teacher expectations and academic success, student self-concept and academic success, and student judgments of discrimination experiences and academic success. In the winter of 2018, a sample of 176 communication students at a northwestern university completed revised versions of the Teacher Treatment Inventory (TTI) and the Self-Description Questionnaire III (SDQ III), as well as the original Everyday Discrimination Scale (EDS). College-age students found the TTI confusing, and many participants said they did not have a relationship with their college professors. The hypothesis that suggested student judgments of teacher expectations would positively correlate with anticipated course grade was not supported, and no significant differences were found between male and female students' judgments of teacher expectations, as well as no significant differences among students of different races on judgments of teacher expectations. The hypothesis that student self-concept would positively correlate with anticipated course grades was partially supported. While some participants did judge themselves to have experienced forms of discrimination, those discriminatory experiences did not result in a significantly negative correlation with anticipated course grades. Implications for understanding expectancy effects and student self-concept as a pedagogical tool for increasing academic success are discussed.

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9

Gardner, Janet Rose. "Authenticating & repairing personhood : the experiences of opioid dependent back pain sufferers". Monash University, Dept. of Community Medicine, 2003. http://arrow.monash.edu.au/hdl/1959.1/5574.

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10

Sinatra, Anne. "Differences in Academically Gifted Honors and Non-Honors Students". Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1000.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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11

Smith, Sonya. "Black women's self-concept : the effects of attitudes toward black male-white female relationships". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1033636.

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Various researchers (e.g., Copeland, 1977; Foster,1973; and Dickson, 1993) have theorized that due to negative self-imagery and the lack of eligible Black men, Black women's self-concept suffers as a result of "losing" potential Black partners to White women. The purpose of the present study was to empirically evaluate the relationship between Black women's self-concept and their attitudes toward Black men dating White women. In addition, level of racial identity development, dating practices, and selfratings of attractiveness were examined as moderating variables. Thirty-six single Black pre-professional (PP) and 36 single Black professional (P) women completed the Demographic Questionnaire, the Tennessee Self-Concept Scale (TSCS), and the Racial Identity Scale-Version B (RIAS-B). The video vignette depicting a Black male-White female couple was then introduced, and the TSCS was administered for a second time. The results indicated that self-concept of the sample was not influenced by viewing a video of a Black male-White female couple. Moreover, level of satisfaction with physical appearance was not correlated with self-concept. In addition, PP women tended to be unsure of their Black identity while P women were less confused and more comfortable with their Black identity. The effects of Black male-White female relationships on Black women is in its exploratory stage and more research is needed in this area.
Department of Psychological Science

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12

Short, Timothy Wayne. "Effects of acculurative stress and coping on academic self-concept in minority children". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1700.

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13

Paris, Tex. "Perceived Attitudes of the Self-Concept of Dropouts Who Returned to an Alternative Education School and Coordinated Vocational Academic Education Students". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332445/.

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The problem of this study was to determine if there were differences in perceived attitudes of self-concept between young people who returned to alternative education after dropping out of public education and educationally disadvantaged at-risk youth in Coordinated Vocational Academic Education (CVAE) classes as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated for the study predicted no significant difference in mean attitude self-concept scores of returned dropouts to alternative schools and CVAE students enrolled in junior high school preemployment laboratories and high school students enrolled in Cooperative Education classes as measured by the Piers-Harris scale; and no significant change in mean attitude self-concept scores of former dropouts enrolled in alternative education centers and CVAE students as measured by the Piers-Harris scale over a two-month period utilizing an extended Solomon Four-Group Design, with and without the treatment. The scale was administered to 351 students from junior high and high school CVAE classes in Ector County (Odessa), Fort Stockton, and Midland Independent School Districts and alternative schools in Denton, Fort Stockton, Midland and Odessa, Texas. The self-concept scores were treated for significance by an analysis of variance. Findings were that all groups tested scored within the age range, junior high school CVAE students scored lowest, but not significantly lower (p > .05); and junior high school CVAE students, alternative school students, and high school CVAE students all had a slight increase in self-confidence scores over the two-month period. All null hypotheses were retained. It was concluded that, overall, junior high school CVAE students, former dropouts who returned to an alternative school, and high school CVAE students possessed positive self-concepts that were above the national mean for the scale; and that CVAE classes enhance the self-concept of academically disadvantaged students in Cooperative Education classes.

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14

Chan, Ka-hing Alexander, e 陳家鑫. "Hong Kong teacher identity: perceived and intended". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3530554X.

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15

Currie, Cailin Tricia. "Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4229.

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Research has demonstrated that academic engagement is an important resource for students, promoting their learning and achievement. Less well documented is the possibility that students' classroom engagement may also be a valuable resource for their teachers, capable of influencing how teachers treat their students over time. The current study sought to examine the relationship between student motivation and teacher behavior to better understand how teachers perceive and respond to their students' classroom motivation and whether these motivational states contain diagnostic information about the types of supports students may need in order to be engaged, enthusiastic learners. The observable manifestations of motivation, engagement and disaffection, may contain valuable information about students' inner experiences that educators can use to optimize their teaching. Thus, the goal of the current study was to examine the reciprocal effects of student motivation on teachers' provision of support by using a longitudinal design, a more comprehensive assessment of behavioral and emotional engagement and disaffection, and a person-centered approach to investigate whether potential factors influencing the quality of students' classroom engagement can help inform more targeted intervention efforts. Data from 1018 3rd through 6th grade students and their teachers were used to create two sets of teacher-reported student motivation profiles, namely, a theory-driven and an empirically-derived set of profiles. Using both sets of profiles, the current study failed to provide evidence that student engagement and disaffection profiles influenced changes in the quality of support students' received from their teachers over the school year. The current study also examined whether knowledge of the motivation profile into which a student falls can tell us something meaningful about their unobservable, inner experiences or self-system processes (SSP's) such that we can use their profile to "diagnose" motivational issues stemming from these student inner experiences. Results indicated that, with one exception, students in different profiles did not report differential levels of the three SSP's; rather, if students in a given profile had low levels of one self-system process, they had low levels of all three. Finally, for two of the ten student motivation profiles, (At Risk and Checked-out) students in the high teacher support subgroup and the low teacher support subgroup experienced differential changes in their self-reported engagement from fall to spring such that the students who received the "treatment" (high levels of teacher support) started and ended higher than those who received low levels of teacher support, but also showed steeper declines over the year, because students with low teacher support started low and remained low (but did not lose any more ground) across the year. Discussion focuses on the utility and potential drawbacks of using person-centered approaches to examining student motivation and potential causes for the lack of supported hypotheses. Implications discuss the need for further research and how we can help teachers gain a more nuanced and differential view of their students' motivated actions and emotions in the classroom.

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16

Yoo, Joanne. "A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn". University of Sydney, 2008. http://hdl.handle.net/2123/4132.

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Doctor of Education
The teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’

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17

Renfro, Carol Jean 1943. "Self-esteem and self-perception of adolescent mothers". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291790.

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The purpose of this study was to evaluate the ratings of self-esteem and self-perception by adolescent mothers who participated in an adolescent parent program. Self-esteem and self-perception were measured prior to participation in the program and again upon completion. The population for this study consisted of adolescent mothers between the ages of 15 and 20, none of which had completed high school. The two instruments utilized in the study were the Rosenberg Self-Esteem Scale (1985) and the Harter Self-Perception Scale for Adolescents (1988). Self-esteem and scholastic competence scores increased to a statistically significant degree after participation in the program. The values represented a 12.8% increase in self-esteem scores and an 18.2% increase in scholastic competence scores. Although not statistically significant, all other subscales increased between 5.4% and 12.2%, with an average of 9.2%.

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18

Burling, John 1956. "UTILIZING THE BEHAVIOR-ATTITUDE RELATIONSHIP TO ENHANCE SELF-ESTEEM (SELF-PERCEPTION, SELF-REWARD, SELF-FOCUS, SELF-AWARENESS)". Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275499.

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19

Cornudet, Camille. "Responsabilité sociale de la marque : stratégies de légitimation des pratiques et perception des consommateurs". Thesis, Paris 1, 2020. http://www.theses.fr/2020PA01E037.

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Les marques multiplient les engagements environnementaux, sociaux et sociétaux afin de répondre aux attentes fortes des individus pour une consommation plus responsable, opérationnalisant ainsi un transfert de la responsabilité sociale de l’entreprise vers la marque. Ce travail de recherche propose un cadre conceptuel de la Responsabilité Sociale de la Marque (RSM) à partir de la perspective Strategy-As-Practice et de la théorie de la légitimité. Dans un premier temps, sur la base de trois études qualitatives, nous mettons en évidence l’utilisation de trois stratégies de communication persuasive (autorisation, rationalisation, narrativisation) pour légitimer les pratiques de RSM. Dans un second temps, une expérimentation menée auprès de 465 personnes montre que ces trois stratégies de légitimation ont une influence plus forte sur la perception de la marque responsable qu’une simple stratégie de communication informative, mais aussi qu’elles ont un rôle indirect positif sur les différentes dimensions de la relation marque consommateur. Notre étude révèle que la stratégie d’autorisation rend la marque plus humaine, renforce la confiance envers la marque et donne du sens à la consommation des individus. Quant à la stratégie de rationalisation, elle rend également la marque plus humaine et renforce la confiance envers la marque mais n’impacte pas le sens que donne l’individu à la consommation, tandis que la stratégie de narrativisation n’a une influence que sur l’anthropomorphisation de la marque. De plus, ce travail de recherche montre que plus l’individu est altruiste ou empathique, moins il sera réceptif à la stratégie de narrativisation. Enfin, nous mettons en évidence le fait que plus l’individu a une estime de soi élevée, plus la perception de la responsabilité de la marque impacte positivement son attitude et ses comportements vis-à-vis de la marque
Brands develop environmental, social and societal activities to meet the high expectations of individuals for more responsible consumption, thereby operationalizing a transfer of social responsibility from the company to the brand. This research offers a conceptual framework for Brand Social Responsibility (BSR) based on the Strategy-As-Practice model and the theory of legitimacy. First, through three qualitative studies, we highlight the use of three communication strategies (authorization, rationalization, narrativization) to legitimize BSR practices. Then, an experiment involving 465 participants shows that these three legitimation strategies have a stronger influence on the perception of the responsible brand than a simple information communication strategy, as well as a positive indirect role on the different dimensions of the brand-consumer relationship. Our study reveals the positive role of the authorization strategy on brand anthropomorphism, the meaning in consumption and consumer trust. The rationalization strategy only has a positive impact on anthropomorphism and consumer trust, but no impact on the meaning in consumption, while the narrativization strategy only has an influence on brand anthropomorphism. This research shows, moreover, that when a consumer perceives himself as altruistic or empathetic, the impact of the narrativization strategy is diminished. Finally, we highlight the fact that the more an individual has a high self-esteem, the more the perception of the responsibility of the brand has a positive impact on his attitude and behaviors towards the brand

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20

Jamaoui, Samare. "Contribution à une étude de la place de la médiation pédagogique humaine dans un contexte d'autoformation: Penser les motifs d'engagement et leurs implications psychopédagogiques :"Approche du rapport à l'égard de l'autoformation par l'analyse des représentations et des attitudes des apprenants"". Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210490.

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Cette recherche aborde la problématique de la relation à la formation dans un processus d’autoformation en ligne. Elle pose la question du rapport au pouvoir dans ce type de situation d’apprentissage. La médiation pédagogique humaine et la médiatisation technologique y sont au centre des préoccupations. Il s’agit d’aborder, au travers de la conception même des instruments d’investigation, les concepts: de contrôle, d’autodirection, d’autonomie, d’efficacité, de compétence, d’autodétermination en relation avec la notion de motif d’engagement. Les dispositions et les prédispositions liées à l'autoformation sont également observées. On se propose de comprendre les orientations motivationnelles et les motifs qui éclairent l’engagement au regard de la perception de soi dans un contexte d’autoformation. Nos réflexions portent également sur le concept d'alterdidaxie par opposition aux démarches autodidactes dans un contexte d'autoformation./

This research approaches the problems in relation to training in the process of e-learning. It raises the question of the self-directed learning’s power in this type of training situation. The human teaching mediation and the technological mediatization are both in the center of the concerns. This research is an approach, through the design even of instruments of investigation, to the concepts :control, autodirection, autonomy, effectiveness, competence, self-determination in relation with the engagement. Competences and readiness scales related to the adults’ self-training are also observed. One proposes to observe motivational directions and the engagement’s reasons in relation with the perception of oneself as self-directed learners in a context of self-training. Our reflections also relate to the concept of Alterdidacticism in opposition to the self-educated steps, to the Autodidacticism in a context of adults’ self-training.

Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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21

Barry, Robert. "Self and other perception : a holistic framework". Thesis, Queen's University Belfast, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335346.

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22

Rogers, Paul. "Person perception amongst self-perceived high intuitives". Thesis, University of Hertfordshire, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391367.

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23

Thilo, Kai Volker. "Physiological correlates of visually induced self-motion perception". Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246911.

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24

Nadeau, Marie-France. "Les déterminants de la procrastination académique : un modèle médiationnel du contexte familial et des processus du soi". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65384.pdf.

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25

Brenner, Bradley R. "A study of self-awareness, self-efficacy, and sojourner adjustment over time". College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/37.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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26

Rice, Jennifer Renee. "Quality or quantity?: Refining the definition of the means efficacy construct and its relationship to task specific self-efficacy". CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3326.

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The purpose of this study was to expand on the definition of the means efficacy construct and its relationship to task-specific self-efficacy. The current research has three studies: assesssing quality means efficacy from a self-report method, study two assessing quality means efficacy from a self-report method, and study three comparing quality and quantity means efficacy to determine which would be a better predictor of confidence in various tasks.

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Mulhern, Fiona. "Gender and GCSE mathematics achievement at single sex schools : the effects of attitude, self esteem, sex role identity and parental influences". Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268555.

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28

Piper, Lynn J. "Police officers: Perception of self, occupational role, and occupational events". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4397/.

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This study examined police officers' perceptions of self, occupational role and their relation to perceived stress and posttraumatic stress symptomology. Self-report measures for the study variables were completed by 101 police officers. Hypotheses predicted that perception of self and role would be associated with perception of stress and that perception of the stress would mediate PTSD symptomology. Neuroticism, job quality and general job satisfaction were the main predictors of stress. Stress levels mediated between 1) job quality and the symptoms of anxious arousal and impaired self-reference; 2) general job satisfaction and the symptoms of defensive avoidance and dissociation; and 3) neuroticism and the symptom of defensive avoidance. This implies that police officers' job quality, their feelings of general job satisfaction, and low levels of neuroticism are important in alleviating stress and subsequent psychological sequela.

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Page, M. P. A. "Modelling aspects of music perception using self-organizing neural networks". Thesis, Cardiff University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268308.

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30

Hanselka, Larry L. (Larry Lynn). "Age/Cohort Differences in Aspects of the Self-System". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279210/.

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Age/cohort differences in several aspects of the self-system were investigated utilizing a sentence completion paradigm. Eighty-eight adults over age sixty and one hundred eight adults under age forty served as subjects. Subjects were asked to complete 30 self-referent sentence stems which were pre-structured to elicit information from the self-system. Responses were subjected to a content analysis utilizing a coding system which contained concepts used by subjects in their self-representations. Contents were coded for dimensions conceptually related to Physical Health, Autonomy, Self-Evaluation, Depression, Spirituality, and Altruism. Frequencies of codings were counted and subjected to statistical analysis for performing age group comparisons.

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Jarvie, Stewart. "Self perception and psychosocial functioning in people with intractable epilepsy". Thesis, University of Glasgow, 1993. http://theses.gla.ac.uk/825/.

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It has long been recognised that many people with poorly controlled epilepsy suffer from significant inter-ictal psychosocial problems. Yet there is little consensus on appropriate treatment for such difficulties. It is argued that this has been due to an overconcentration on seizure control in treatment practice and a lack of professional agreement on potential aetiological factors or of consistent appropriate definitions of psychological and social difficulties. Recent research on patients' perceptions of their condition has indicated that such perceptions may be a more potent predictor of psychosocial functioning than objective information such as seizure type or frequency. If such perceptions were found to vary in a consistent and predictable manner, this would have considerable assessment and treatment implications. Analysis was made of the literature on patient perceptions. Four main conceptual areas were implicated: The perceived social effects of epilepsy, the perceived physical effects of epilepsy, perceived control over epilepsy and its effects, and knowledge of epilepsy. From this analysis a hypothetical `perception of epilepsy' model was developed: From this, it was suggested that patients' perceptions vary between `adaptive' perceptions, and `maladaptive' perceptions. It was proposed that `adaptive' perceptions were typified by good knowledge, high efficacy beliefs, high perceived control over seizures and health related behaviours, low fear of seizures and low perceived social limitations imposed by epilepsy. Conversely, `maladaptive' beliefs were typified by poor knowledge, low efficacy beliefs, external control beliefs, high perceived social limitations and high fear of seizures. It was hypothesised that if this model proved to be valid, the more maladaptive an individual's perception, the greater the psychosocial risk. A further supplementary hypothesis was made concerning `underadaptive' perceptions which, it was speculated, would result in passivity and dependency.

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32

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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Wolpert, Lawrence. "Field of view versus retinal region in the perception of self motion /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148732651171345.

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Hoi, Mandy. "Self-perception, level of accultural and psychological adjustment in Chinese college students". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/461.

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Global self-worth -- Sense of competence -- Acculturation -- Psychological adjustment -- Self-Perception Profile for College Students -- Multicultural Acculturation Scale -- Hopkins Symptom Checklist (HSCL) -- One-way MANOVA.

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35

Mattan, Bradley Dale. "An investigation of self-biases in perception and visual perspective taking". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6463/.

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This thesis addressed three questions regarding our tendency to prioritise recently learned self-associations. Following an overview of cognitive self-biases in Chapter 1, Chapter 2 explored how novel self-associations impact higher-level social cognition, namely, visual perspective taking (VPT). In Experiments 1–3, we examined how participants respond to third-person perspectives (3PPs) associated with self and other. Participants showed superior performance when explicitly targeting a self-associated (vs. other-associated) 3PP. Chapter 3 extended this line of research by examining whether these self-bias effects are related to social-cognitive ability and executive function. In Experiments 4–5, we found that both individual differences in empathy and putative age-relevant motivations reliably modulated self-bias in third-person VPT. These findings suggest that VPT paradigms draw on domain-specific and domain-general capacities. Chapter 4 examined the extent to which interpersonal dimensions (e.g., day-to-day personal relevance and valence) may explain self-tagging effects. Using behavioural and fMRI methodology, Experiments 6–8 showed that self-processing was largely independent of responses to relevance and valence in others. Finally, Chapter 5 provides a broader discussion of findings from the preceding chapters, offering some possible future research directions.

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Tweed, Brenda S. "How is a child's perception of self affected by retention?" [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0805101-193557/unrestricted/tweedb081701.pdf.

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37

Claesson, Katja. "Shame : mechanisms of activation and consequences for social perception and self-image /". Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5738.

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38

De, Vries Brian. "The concept of self in a life-span, life event context". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28663.

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This dissertation advanced a life story model of the self-concept, linking the presently understood past and the anticipated future with the experienced present of the individual story-teller. The central components of this model were identified as the story structure (defined as integrative complexity, an information-processing variable) and story content (defined as the significant life events recalled and anticipated by the participants). The nuclear thesis of this dissertation examined the relationship between these two components in various forms and explored their association with other (individual difference) variables. Participants were 30 males and 30 females drawn in equal numbers from three age groups (young, middle, and later adulthood). These participants completed an extensive questionnaire which entailed a written self-evaluation (which was coded for complexity), the identification and evaluation of significant life events (on scales of event pleasantness, outcome desirability, and event intensity, responsibility, adjustment, and anticipation), and the completion of a series of individual difference measures (life satisfaction, attitudes toward aging, repression-sensitization, and self-esteem). Participants were also interviewed regarding the personal significance of each event, discussions which were coded for integrative complexity and a measure of self in relation to others. The major results indicated that the complexity of self-evaluation (and not chronological age) was associated (curvilinearly) with the number of identified events (with low and high complexity characteristic of fewer events than moderate complexity). A similar pattern emerged between life satisfaction and this measure of complexity, but complexity was not related to any of the other individual difference variables. Unpleasant and undesirable events were discussed in more complex terms than were pleasant, desirable events. There was a similar pattern for high versus low intensity events. However, low responsibility, low adjustment, and low anticipation were associated with greater complexity than were events high on these dimensions. Women identified a greater number of events and discussed them more in terms of connectedness with significant others than did men. These results are presented in the context of the life story and their implications for this model of the self-concept are discussed.
Arts, Faculty of
Psychology, Department of
Graduate

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39

Young, Catherine Elizabeth Crutchfield. "Case studies the effect of an autobiographical writing project on student self-perceptions of motivation and attitude in the L1 and L2 foreign language classroom /". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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40

簡潔枝 e Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.

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41

Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement". Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.

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Hernandes, Sandra Helena. "Toward a pedagogy of teacher development : praxis of dialectical self-knowledge /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7525.

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43

Simkin, Laurey R. "The effects of performance feedback and EMG biofeedback contingency on self-perceptions". Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2123.

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44

Todres, Leslie Allen. "An existential phenomenological study of the kind of therapeutic self-insight that carries a greater sense of freedom". Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002582.

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The central aim of this study was to contribute to the clarification of the nature of self-insight in psychotherapy by means of a qualitative research design. A pilot study provided direction by suggesting a psychologically relevant focus that was experientially specific; that is, the kind of therapeutic self-insight that carries a greater sense of freedom. A phenomenological research method was used to describe and interpret in depth the experiences of eight clients who had been in psychotherapy. Their experiences were explicated to yield a psychologically relevant general description of the phenomenon. The results indicated ten central constituents of the experience. Such themes included, amongst others, the role of language in providing perspective, the increased understanding of personal agency, the achievement of a more complex self-image, and the ability to express existing desires and motives within a more flexible or creative behavioural context. The general description also indicated how phenomena such as memory, feeling, motive, metaphor, dreams and present behaviour interact in the co-constitution of this kind of therapeutic self-insight. After dialoguing the results of the study with relevant literature, the thesis concluded with reflections on the intrinsic value of therapeutic self-insight, as revealed in this study, in relation to the spirit of technology.

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Lui, Yik-man Jodie, e 呂亦敏. "Self-perceived burden in cancer patients : a multi-method approach". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206345.

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Patients’ perception of being a burden to others, termed self-perceived burden (SPB), is a phenomenon commonly reported by terminally-ill patients. SPB elicits psychological outcomes such as loss of dignity, hopelessness, anxiety, and depression (Wilson et al., 2005). To extend our knowledge on this understudied construct, this project employed a multi-method approach with three studies to examine the experience of SPB among Chinese cancer patients. Study 1 is the first longitudinal investigation on the relationship between SPB and non-terminal cancer patients’ trajectories of psychological adjustment. Results from hierarchical linear modeling showed that patients with higher levels of SPB reported higher levels of depression and anxiety, as well as lower levels of mental health over time. Results also revealed that SPB predicted cancer patients’ pattern of change in anxiety over time. As the high SPB group had a higher anxiety level at baseline, their anxiety level remained higher than that of the low SPB group despite a sharper decrease. Study 2 is the first quantitative study to scrutinize the psychological process of how cancer patients attempted to cope with SPB. A new Self-perceived Burden Coping Scale was developed. Our findings indicated that the scale displayed good content, construct, and discriminant validities, and most subscales show acceptable reliability. Results from principal components analysis showed that cancer patients adopted six coping modes in an attempt to deal with SPB: (a) positive outlook, (b) managing the needs of others, (c) resigned acceptance, (d) making preparations, (e) entitlement, and (f) concealing need. Specially, the coping modes of resigned acceptance and concealing need were related to poorer adjustment, whereas managing the needs of others and entitlement were related to better adjustment. Stress-buffering effects of managing the needs of others and making preparations were also found. Finally, Study 3 adopted a qualitative paradigm to explore perception as care-receivers, aspects of SPB, and coping with SPB among Chinese non-terminal cancer patients. Narratives from patients revealed four perspectives regarding to their perception as care-receivers: self-reliance, acceptance, overwhelming, and SPB. Results revealed that the SPB experience among Chinese non-terminal cancer patients was similar to those observed in Western terminal cancer patients, with a new aspect of financial burden. In addition to the six coping modes of SPB found in Study 2, a potential new coping mode of being compliant with others was found, which may be unique among Chinese cancer patients in the context of SPB. Findings from these studies may advance our knowledge on SPB, provide insights for future research, as well as shed lights on the development of counseling services, psychological interventions, and public policies for cancer patients.
published_or_final_version
Psychology
Doctoral
Doctor of Philosophy

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46

Zorzi, Rochelle A. "Values as mediators in attitude perception". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ54974.pdf.

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47

Shu, Tse-mei Annie, e 舒子薇. "Viewing yourself positively and negatively are both motivating: the effects of regulatory focus and culture". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329587.

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Viewing oneself positively has long been regarded as motivating. Past studies (e.g., Bandura, 1982; Feather, 1966; Felson, 1984; Taylor & Brown, 1988) have shown that maintaining positive self-view has positive impacts on motivation. However, the importance of positive self-evaluation has been challenged by some recent studies (e.g., Kim, Chiu, & Zou, 2010; Marx & Roman, 2002). The motivational benefits of positive self-evaluation are inconclusive. The present research addressed this issue by investigating the conditions that may facilitate or undermine the motivational effects of positive or negative self-evaluations. Specifically, two experiments were conducted to investigate the moderating role of culture and regulatory focus on the motivational effects of self-evaluations. Study One investigated the moderating role of culture on the motivational effects of self-evaluation. A 2 (self-evaluation: positive vs. negative) x 2 (cultural groups: Caucasian vs. Chinese) experimental design was adopted. One hundred and eleven participants were recruited, in which 56 were local Chinese college students and 55 were Caucasian students from universities in North America but studied in Hong Kong through exchange programs. The participants were asked to engage in two visual search tests. After the first test, the participants were randomly assigned to the positive or negative self-evaluation condition. Half of the participants were told that they did better than 70% of their fellow students. The other half were told that they did worse than 60% of their fellow students. They were then asked to write down three personal merits or limitations that accounted for their good or bad performances before the second test. Afterwards, the participants were asked to do the second test. Their persistence and performance in this test were measured. The findings showed a consistent interaction effect between culture and self-evaluation on the two outcome measures. The positive self-evaluation was motivating to the Caucasian participants whereas the negative self-evaluation was motivating to the Chinese participants. Study Two investigated if regulatory focus, a personality variable, moderates the motivational effect of self-evaluation. It adopted a 2 (self-evaluation: positive vs. negative) x 2 (regulatory focus: promotion focus vs. prevention focus) experimental design. The participants (93 Hong Kong college students) were asked to engage in three visual search tests. The experimental procedures were the same as those in Study One except that three instead of two visual search tests were included. The first and third tests were those used in Study One. The second test was primed for regulatory focus and was presented with a journal article that advocated either a promotion or prevention focus. Persistence and performance of the participants in the third test was measured. They were also asked to indicate whether they were willing to join a training workshop to improve their visual search ability. The findings showed a pattern parallel to those in Study One. The positive self-evaluation was motivating to participants with promotion focus, whereas the negative self-evaluation was motivating to participants with prevention focus. The two studies showed both within and between cultural differences in the motivational effects of positive and negative self-evaluations. The findings were discussed with reference to the literature on cultural and individual differences in motivation.
published_or_final_version
Psychology
Doctoral
Doctor of Philosophy

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48

Sturdivant, Virginia Ann. "The Effect of Ropes Course Elements on Self-Concept and Affective Behavior". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332635/.

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The purpose of this study was to investigate the effects of a ropes course program on self-concept and affective behavior, based on the belief that ropes course participants would rate significantly higher than non participants. A group of freshmen from a select liberal arts college made up the population. Measuring instruments used were the Tennessee Self-Concept Scale and the Platt Affective Behavior Scale. The program was a pre-test, post-test control group design. Data were analyzed by two sample t-tests, correlations, and logistic regressions.

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Doshi, Poonam V. "Predictors of Counseling Self-Efficacy| Examining the Counselor Trainees' Perception of Supervisory Interaction Style". Thesis, Pace University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638503.

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The purpose of this study was to assess how clinical supervisors' style of interaction, as described by SDT’s concepts of perceived autonomy support versus perceived controlling style, predicts the counseling self-efficacy (CSE) of a mental health counseling intern placed in a field internship. An additional purpose of this study was to examine if this relationship between autonomy support and counseling self-efficacy was mediated by autonomous work motivation. Participants were approached during an internship class session to complete instruments related to their demographic characteristics, perceptions of supervisory interaction style – autonomy supportive versus controlled (Perceived Autonomy Support Scale – Employee), autonomous or controlled motivation (Multidimensional Work Motivation Scale) and counseling self-efficacy (Counseling Self-Estimate Inventory). In addition, a need for autonomy scale (Autonomy and Homonomy Measure ) was also included in the questionnaire packet to perform an exploratory analysis on participants’ need for autonomy as it relates to perceived autonomy support. Participants consisted of master’s level mental health counseling interns enrolled in their field internships. Regression analyses were conducted to assess the predictive relationship between perceived autonomy support from supervisor and participant’s counseling self-efficacy. Path analyses were conducted to investigate if this relationship was mediated by autonomous work motivation.

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Klink, Charles Jay. "The effects of supervisor self-disclosure on supervisee perception of supervisor characteristics and attributes /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848078450227.

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Tesi sul tema "Self-perception. Self-perception Attitude (Psychology)"

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