本研究旨在探讨与青少年自我概念有关的三方面问题。首先是关于青少年自我概念的来源。在符号互动理论和依恋理论的指导下，已有研究揭示了他人的评价以及个体与他人的关系质量对自我概念的影响。但这些研究通常只关注父母、老师或者同伴之一对被试的评价或者与被试的关系质量对被试自我概念的影响。这使得父母、老师和同伴在自我概念形成过程中的相对重要性，以及他人评价与关系质量之间可能存在的交互作用没有得到充分的研究。因此，本研究调查了父母、老师和朋友对青少年的评价及与青少年的关系对青少年多维度自我概念 （学业、社会、体育、外貌、行为）的影响。具体来说，我比较了父母、老师和朋友在各维度的自我概念形成过程中的相对重要性，并探索了他人评价与关系质量之间可能存在的交互作用。其二，鉴于以往研究显示了多维度自我概念与总体自我价值感之间的紧密联系，以及这种联系可能存在的文化差异，我在一个尚未得到充分研究的群体，即，中国农村青少年，中探索了它们之间的关系。其三，鉴于以往研究对留守儿童自我概念发展的争论，我探索了留守儿童和与父母生活在一起的儿童在自我概念平均水平上及他人对自我概念的影响作用上可能存在的差异。 / 本研究调查了中国四川农村地区的799个7到12年级的中学生（其中包括175个留守儿童）。主要的研究结果如下：（1）在不同的理论视角下，父母、老师和朋友在自我概念的不同维度上所起作用不同。从符号互动理论来看，朋友的评价对各个维度的自我概念几乎都有着最重要的影响。从依恋理论来看，朋友关系质量对社会自我的影响最大，但对学业自我和体育自我没有特别的影响。师生关系质量对学业自我和体育自我的影响最大。他人评价与关系质量之间的交互作用具体有：与老师的关系越好，自己对外貌的评价便与老师的评价越相近；与朋友的关系越好，自己对行为的评价便与朋友的评价越接近。（2）对本研究中的中国农村青少年而言，在外貌和行为方面的自我概念与总体自我价值感之间的关系最紧密。（3）留守儿童与和父母生活在一起的儿童在自我概念的形成方面基本相似。不同之处在于：留守女孩与父母关系更差；留守儿童对自己外貌的评价与老师的评价联系更紧密，而与父母的评价联系更小。 / 本研究对于帮助我们更好的理解青少年自我概念的形成有一定的贡献。首先，它揭示了父母、老师和朋友在自我概念不同维度的形成过程中的相对重要性， 并且揭示了他人评价与关系质量之间可能存在的交互作用。其次，它揭示了在中国农村青少年中多维度自我概念与总体价值感之间的关系。再次，它在一定程度上澄清了前人关于留守儿童自我概念发展的争论。此外，它展示了同时从不同理论视角，研究多种社会情境对儿童发展的影响的优势。最后，它为提升自我价值感的项目和留守儿童相关政策的制定提供了理论依据和建议。 / This study aims to explore three aspects of adolescents’ self-concept development. The first and primary aspect concerns the potential influential factors of self-concept. Previous research built on symbolic interactionism or attachment theory suggests the effect of reflected appraisal and relationship quality on self-concept respectively. However, usually either reflected appraisal or relationship quality alone was examined in single context (e.g., parent), thus, leaving their potential interactive effect and the relative importance of different contexts underexplored. This study, therefore, mainly focused on the concurrent relationship between reflected appraisal, relationship quality and the multi-domain self-concept (i.e., academic, social, athletic, appearance and behavioral) in multiple contexts (i.e., parents, teachers and peers). Specifically, relative importance of different contexts and the interactive effects of reflected appraisal and relationship quality in different domains were investigated. The second aspect considered the relationship between domain-specific self-concept and self-esteem. Previous studies suggested the effect of domain-specific self-concept, but the relative importance of different domains may vary across cultures. Thus, this study explored their relative importance in an underexplored culture, rural China. The third aspect concerned potential effect of left-behind status (left-behind children vs. children living with parents) on self-concept development. Since limited existing works provided inconsistent findings, I, specifically, tested the potential effects on mean-level self-concept and related factors (i.e., reflected appraisal and relationship quality) as well as their relationship. / A cross-sectional survey was conducted in rural areas of Si Chuan, China. Participants are 799 adolescents ranging from grade 7 to 12 (175 left-behind children). Major findings of this study were as follows: (1) The relative importance of parents, friends and teachers differed across domains of self-concept and theoretical perspectives. From the interactionism perspective, parents’, friends’ and teachers’ appraisals all could explain unique variance of self-concept in most domains but friends’ appraisals tended to be most important in all domains. From the attachment perspective, relationship quality with friends was most important in social domain but could not explain unique variance of self-concept in academic and athletic domain, where teachers are most influential. Significant interactive effect of reflected appraisal and relationship quality was found in peers’ context (in behavioral conduct) and teachers’ context (in physical appearance) but not in parents’ context. (2) Physical appearance and behavioral conduct domain were most predictive of self-esteem. (3) Left-behind children were similar to children living with parents except that left-behind girls had lower relationship quality with parents and left-behind children’s self-evaluation of physical appearance was more associated with parents’ appraisals than teachers’ appraisals. / Theoretically, this study contributes to our understanding of adolescents’ self-concept development by demonstrating (1) the relative importance of parents, friends and teachers in different domains of self-concept and the interactive effect of reflected appraisal and relationship quality; (2) relationship between domain-specific self-concept and self-esteem in a underexplored population, rural China; (3) left-behind status variation on self-concept development. It also underscores the merit of multi-context study and taking different theoretical perspectives. Practically, it provides evidence and advice for self-esteem enhancement programs and policies regarding left-behind children. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Hou, Yang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 83-101). / Abstracts and appendixes also in Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.iii / Acknowledgement --- p.v / Table of Contents --- p.vi / List of Tables --- p.viii / List of Figures --- p.x / Chapter Chapter 1 --- : introduction --- p.1 / Chapter 1.1 --- Self-concept --- p.4 / Chapter 1.1.1 --- Definition and measurement of self-concept --- p.4 / Chapter 1.1.2 --- The value of self-concept in child development --- p.5 / Chapter 1.1.3 --- Self-concept in adolescence --- p.6 / Chapter 1.2 --- Potential influential factors of self-concept --- p.7 / Chapter 1.2.1 --- Symbolic interactionism perspective --- p.8 / Chapter 1.2.2 --- Attachment theory perspective --- p.14 / Chapter 1.2.3 --- Potential interactive effect of reflected appraisal and relationship quality --- p.18 / Chapter 1.3 --- Relationship between domain-specific self-concept and global self-worth --- p.20 / Chapter 1.4 --- Left-behind children --- p.24 / Chapter 1.4.1 --- Self-concept of Left-behind children --- p.25 / Chapter 1.4.2 --- Social relationships of left-behind children --- p.26 / Chapter 1.4.3 --- Reflected appraisals of left-behind children --- p.29 / Chapter 1.5 --- The current study --- p.30 / Chapter Chapter 2 --- : method --- p.33 / Chapter 2.1 --- Participants --- p.33 / Chapter 2.2 --- Procedure --- p.35 / Chapter 2.3 --- Measurements --- p.35 / Chapter Chapter 3 --- : Results --- p.40 / Chapter 3.1 --- Descriptive statistics --- p.40 / Chapter 3.2 --- The relationship between reflected appraisals, relationship qualities and self-appraisals in five specific self-concept domains --- p.43 / Chapter 3.2.1 --- Academic competence domain --- p.44 / Chapter 3.2.2 --- Social competence domain --- p.46 / Chapter 3.2.3 --- Athletic competence domain --- p.48 / Chapter 3.2.4 --- Physical appearance domain --- p.51 / Chapter 3.2.5 --- Behavioural conduct domain --- p.54 / Chapter 3.2 --- Relationship between domain-specific self-concept and global self-concept --- p.55 / Chapter 3.3 --- Potential effect of left-behind status on children’s self-concept development --- p.57 / Chapter Chapter 4 --- : discussion --- p.61 / Chapter 4.1 --- Potential influential factors of self-concept --- p.61 / Chapter 4.1.1 --- Age and sex variation on the effect of others’ appraisals and relationship qualities with others on adolescents’ self-concept --- p.61 / Chapter 4.1.2 --- Relative importance of parents’, peers’ and teachers’ effect --- p.63 / Chapter 4.1.3 --- Interactive effect of reflected appraisal and relationship quality --- p.71 / Chapter 4.2 --- Relationship between domain-specific self-concept and global self-worth --- p.72 / Chapter 4.3 --- Self-concept development of left-behind children --- p.75 / Chapter 4.3.1 --- Mean level difference in self-concept, reflected appraisal and relationship quality --- p.75 / Chapter 4.3.2 --- Influence of parents, friends and teachers on left-behind children’s self-concept --- p.78 / Chapter 4.4 --- Limitation and future direction --- p.79 / Chapter 4.5 --- Conclusion --- p.81 / Chapter References --- p.83 / Chapter Appendix A --- : Self-Perception Profile for Children --- p.102 / Chapter Appendix B --- : Reflected appraisal scales --- p.104 / Chapter Appendix C --- : Relationship quality scales --- p.105

Siu Man-Hong Andrew. / "May 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 298-336). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Or, Pui Ying Cookie. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 160-165). / Abstracts in English and Chinese. / Acknowledgments --- p.1 / Chapter Chapter 1 --- Introduction --- p.2 / Chapter Chapter 2 --- Literature Review 一 Between Context of Consumption and Consumer Behavior --- p.11 / Chapter Chapter 3 --- Methodology --- p.37 / Chapter Chapter 4 --- The Site of Karaoke Consumption --- p.48 / Chapter Chapter 5 --- Group Dynamics in a Karaoke Box --- p.78 / Chapter Chapter 6 --- Karaoke as Communication --- p.108 / Chapter Chapter 7 --- Conclusion --- p.147 / Bibliography --- p.160

published_or_final_version / English / Master / Master of Philosophy

published_or_final_version / Social Work / Master / Master of Social Sciences

林曉燕. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 89-96. / 中英文摘要. / Lin Xiaoyan. / Chapter 第一章 --- 硏究的問題 --- p.1 / Chapter (一) --- “關係´ح的歷史 --- p.3 / Chapter (二) --- “關係´ح的模式：主要形式“關係´ح 和伸展形式“關係´ح --- p.5 / Chapter (三) --- “關係´ح和國家的關係 --- p.7 / Chapter (四) --- “關係´ح文化和儒家思想 --- p.9 / 硏究的意義 --- p.11 / 硏究方法 --- p.14 / Chapter 第二章 --- “關係´ح的連續性：四九年以後的發展 --- p.19 / Chapter 第一： --- 「同志情結」 --- p.20 / Chapter 第二 ： --- 「政治“關係´ح」 --- p.23 / Chapter 第三： --- 「經濟“關係´ح」 --- p.27 / 總結：“關係´ح是連續體 --- p.31 / Chapter 第三章 --- “關係´ح資本的獲取 --- p.34 / 香港工業的北移 --- p.34 / 珠江三角洲受僱的經驗 --- p.35 / 志輝電器廠資金(資本)的來源 / Chapter (一) --- 向出口公司貸款：國家政策和個人信譽的結合 --- p.37 / 退稅政策 --- p.39 / 額度 --- p.42 / Chapter (二) --- 新會鎭政府的支持 --- p.44 / Chapter (三) --- 朋友之情 --- p.47 / 人情債 --- p.48 / 不收“回佣´ح --- p.49 / 先取貨，後附錢 --- p.50 / 總結: / Chapter (一) --- 城市的“關係´ح結合了主要形式“關係´ح 和伸展形式“關係´ح --- p.51 / Chapter (二) --- “關係´ح和國家政策的結合 --- p.53 / Chapter (三) --- 實踐的經濟：“關係´ح資本？ --- p.53 / Chapter 第四章 --- 世間遊戲 / Chapter (一) --- 官商之間：銅鈑(錢幣)原理 --- p.58 / 支持地方慈善活動 --- p.59 / 志輝廠的經濟實力(經濟資本） --- p.60 / “關係´ح？法律？ --- p.61 / Chapter (二) --- 生意的遊戲規則 --- p.64 / 個案一：公私混合 --- p.66 / 個案二 ：以牙還牙 --- p.68 / 個案三：一點義氣 --- p.69 / 個案四：“關係´ح的破烈 --- p.71 / 經濟活動：主要形式“關係´ح和 伸展形式“關係´ح的結合 --- p.72 / Chapter (三) --- 工廠管理：ISO 9002的啓示 --- p.74 / 工廠管理：「家庭式」和 「制度化」的結合 --- p.75 / 總結:徘徊 --- p.77 / Chapter 第五章 --- 總結：“關係´ح文化 / Chapter (一) --- “關係´ح是歷史的連續體 --- p.79 / Chapter (二) --- 城市的“關係´ح：主要形式“關係´ح和 伸展形式“關係´ح的結合 --- p.81 / Chapter (三) --- “關係´ح和國家結構的共生 --- p.84 / Chapter (四) --- “關係´ح文化不是儒家思想的產物 --- p.86 / 中文參考書 --- p.89 / English Bibliography --- p.91