Thesis (M. Div.)--Grace Theological Seminary, 1986. / Abstract. Includes bibliographical references (leaves 50-55).

Thesis (M.A.)--Ball State University, 2006. / Includes bibliographical references (leaves 30-32).

Thesis (M. Div.)--Grace Theological Seminary, 1986. / Abstract. Includes bibliographical references (leaves 50-55).

No description available.

This thesis examined self-concept from both a theoretical and applied perspective. It is written as a series of research papers, each of which investigates a specific aspect of this topic. These papers are preceded in Chapter 1 by a comprehensive review of the most relevant research in this area of empirical investigation. The most significant development in self-concept research over recent years has been the shift from a unidimensional model to a multidimensional model that is hierarchically organised. However, this hierarchical structure has received weak empirical support. The study in Chapter 2 revisited this hierarchical model and found stronger support for it than has been hitherto available from previous studies. The acceptance of a multidimensional model of self-concept has inevitably raised key questions regarding the relationship between global and specific domains. In particular, the question as to whether the contribution of a specific domain to global self-concept may be larger when its perceived importance is greater has been the subject of a number of studies. However, there has been little or no support for the importance hypothesis from many of these studies. In Chapter 3, the importance hypothesis was again tested with alternative regression models. The results of this study provided varying levels of support but did not conclusively disprove the conclusions of previous studies. Despite the absence of conclusive proof, the findings nevertheless challenge recent thinking on the limited role of the importance hypothesis and highlight the possible therapeutic value of addressing the importance of domains as a means of enhancing self-concept. The final study in Chapter 4 was designed to access the personal perspectives of participants with regard to the impact of stressful life experiences on selfconcept. This study also evaluated the effectiveness of a personalised intervention programme to facilitate the enhancement of self-concept in the context of the importance hypothesis, and the results provided contrasting levels of support for its effectiveness. The thesis concludes in Chapter 5 with a review of the theoretical and applied implications of the various studies together with implications for future research.

From Introduction: "That man is an aggressive creature will hardly be disputed. With the exception of certain rodents, no other vertebrate habitually destroys members of his own species. No other animal takes positive pleasure in the excercise of cruelty upon another of his kind" (A. Storr, 1968 p. ix). It is a sombre fact that man is the cruellest and most ruthless specie that has ever walked on earth. We recoil in horror when we read the daily newspaper or in a history book of the atrocities committed by man, but as A. Storr puts it: "....., we know in our hearts that each one of us harbours within himself those savage impulses which lead to murder, to torture and to war." (p. ix). Our warranted concern with this phenomenon is portrayed by the tremendous amount of research in this field which can be sub-divided into two distinct categories. The first category consist of those that emphasize nurture in their attempt to gain a deeper understanding of human aggression, of which the behaviourists and social learning theorists are staunch supporters. Underlying their concern and endeavour is the personal belief that aggression is attributable to environmental factors. In short, they maintain that humans are not aggressive by nature and if one follows their argument to its logical conclusion it would allow for a sigh of relief and inspiration. Their research results indicate that well deliberated methods of control would most certainly result in the extinction or near extinction of aggression. The second category consist of those, notably the psycho-analytic school of thought, who emphasize nature in their understanding of human aggression and do not allow themselves the naivety of projecting aggression into environmental conditions and situations. In short, they argue that aggression is innate and serves a particular function in the psychological development of the human being. It is their contention that aggressiveness supports the individual in his drive towards independence. The aim of this paper is to present both stances and to broaden the perspective by introducing a view that straddles both nature and nurture. Following this view, of whom Rollo May (1972) is a strong supporter, to its logical conclusion would indicate that aggression is the result of nature as well as nurture and that it serves the function of re-establishing a sense of worth and significance that has otherwise been thwarted. Finally, this paper sets out to prove that aggression and violence "feeds on a low self- esteem and self-doubt" (Toch. 69, p. 212).

A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine. / Hormonal and related biological changes associated with giving birth may initiate or precipitate a change in self-esteem. Alternatively, or additionally, the change in lifestyle associated with caring for a young infant, for example changes in normal daily activities, lack of sleep caring for the infant, change in financial security, change in the relationship with her partner, may constitute a set of stresses that have mental health consequences for the mother. Since primigravida women have no previous personal experience with childbirth they might have less of a coping strategy to deal with their emotional changes during childbirth.

Cyberbullying can be defined as the wilful and repeated harm inflicted upon others through the medium of electronic text (Patchin, 2002). Typically, cyberbullying involves sending harassing or threatening e-mails and instant messages, posting derogatory comments of someone on a website, or physically threatening or intimidating someone online. The purpose of this study was to investigate the relationship between adolescents’ experience with cyberbullying and their level of self-esteem. There is a considerable amount of support, which has been accrued over the years, alluding to the fact that incidents involving bullying have damaging consequences upon adolescent development. One such correlation that has earned a considerable amount of interest is the consequence of bullying on selfesteem. Self-esteem can be defined as a favourable or unfavourable attitude toward the self. The current research study employed an exploratory, descriptive quantitative research design. Quantitative research focuses on using empirical data with findings based on certainty. Results are accumulated through formal measurements using prearranged instruments and analysed through the use of statistical measures. Research consisted of the completion of a biographical questionnaire which provided data on the demographics of the sample. The cyber bully/victim questionnaire provided information about the prevalence of cyberbullying behaviours among the participants. James Battle’s Culture-Free Self-Esteem Inventory was utilised to measure the construct of self-esteem. Participants were selected by means of non-probability sampling and comprised of a sample of grade seven learners enrolled at a primary school in George, Western Cape. Quantitativedata, obtained from the self-report questionnaires, were analysed through the use of descriptive statistics, ANOVA statistics and a Pearson R correlation coefficient. One key finding revealed that over fifty percent (51.40%) of the grade 7 participants had been involved in cyberbullying behaviours. No significant relationship was found to exist between cyberbullying and selfesteem in the grade 7 sample. Self-esteem scores did not vary significantly among the cyberbullies, cybervictims, cyberbully-victims and bystanders in the sample.

No description available.

International education and cross-cultural learning are achieved through study travel. This phenomenologial study was designed to better illuminate the short-term study travel experience for adult professionals, describing the phenomenon from the perspective of the participants and itsmeaning for those participants. The focus of the study was the Rotary International Group Study Exchange (GSE) Program,designed to provide participants with the opportunity to develop international understanding, cultural awareness, and professional competencies in a global setting. Co-researchers for the study were selected GSE team members from Rotary District 7570 in Virginia and Tennessee, who participated in the program since 1991. The methodology, based on the descriptive phenomenological model of Barritt, Beekman, Bleeker and Mulderji (1983) included guided, but loosely structured in-depth individual interviews with eight co-researchers. Data were analyzed to determine emerging themes, element statements, and variations.Interviewees were asked to examine their individual descriptions to assure that their intended meanings were captured. Adescription of the experience and its meaning was developed from all of the themes which emerged. A final conference call for the interviewees was convened to review the megathemes. Questions guiding the inquiry were: What was the short-term study abroad experience like for these adult professionals and what meaning did the experience have for these participants? The following conclusions were drawn from the finding of the study: 1. The Group Study Exchange participants perceived that they developed a greater sense of who they were. 2. Short-term travel was perceived as a valuable and life-changing experience for the participants. 3. Stress, identified as an element of the short-term study travel as experienced by every participant on some level, was caused by family situations, homestays, language, and cultural difference. 4. Total immersion in the culture was seen as a factor which increased the participant's ability to understand and appreciate another culture on an intimate level, leading to deeper meaning and greater insight. This study confirmed previous studies related to sojourning and international travel as related to experiential learning, increasing the understanding of the short-term travel abroad experience and its meaning to the adult learner. / Ed. D.