The purpose of this thesis was to explore the relationships between perceived feminine role orientation and positive self-concept, as measured by scores attained on the Inventory of Feminine Values (IFV), and the Total Positive Self Scale of the Tennessee Self Concept Scale (TSCS). Three objectives were established. First, to gather current information on women's realistic and ideal self-perceptions of their feminine roles, and determine whether these are liberal, traditional, or neutral in orientation. Second, to determine if there are significant differences in self-concept as measured by the TSCS among women who see themselves as either traditional, liberal or neutral in perceived feminine role. Third, to determine if differences in self-concept as measured by the TSCS are related to discrepancies between Real Self and Ideal Self scores on the IFV. Both instruments and a demographic questionnaire were completed by 87 undergraduate and graduate women at Utah State University. It was found that women in the sample as a whole saw themselves as neutral in perceived feminine role orientation, on both the Real Self and Ideal Self forms of the IFV. The mean attained on Form A (Real Self) was 4.011, while the Form B (Ideal Self) mean was 2.931. There was no significant difference between these two scores. An analysis of variance test was done to determine if there was a significant difference in positive self-concept for women who saw their feminine roles as liberal, those who saw their roles as traditional, and those who had a neutral role orientation. There was no significant difference. All three groups had Total Positive Self scores (TSCS) above the norm mean. The Pearson product-moment correlation technique was used to ascertain the degree of relationship between perceived feminine role orientation and positive self-concept. It yielded a coefficient of -.11, which did not reach significance. The Pearson product-moment correlation technique was used to determine the relationship between discrepancies in Forms A and B scores (IFV) and positive self-concept, as measured by scores on the Total Positive Self Scale of the TSCS. A coefficient of -.319 was obtained, significant at the 1% level. This verified the hypothesis as stated, evidencing that as the difference between scores attained on Forms A and B increases, positive self-concept decreases. Results were discussed in terms of the significance of the findings, mainly, that regardless of how a woman sees herself, as either traditional, neutral, or liberal in feminine role, she may have high or low self-concept. However, the more congruent she is in her realistic self-perception and in her idealistic self-perception, the higher her positive self-concept will be. Recommendations for future research were suggested. Among these were recommendations that research be undertaken with women who are not primarily college students; measures of other variables, as anxiety, be used in future research in conjunction with the IFV to explore relationships between perceived feminine role and other variables, as anxiety; and, research be undertaken to investigate whether there is a significant positive correlation between self-directedness on the IFV and graduate school attendance in a randomly selected sample of university students.

No description available.

This study tests whether positive reinforcement consisting of a positive word, eye contact, and a smile would improve the self-concept of students. Sixty boys and girls in two sixth-grade classes were given an adaptation of Gordon's, How I See Myself scale. A baseline consisting of positive reinforcements given by the teacher to the students was taken. Then a positive reinforcement schedule was instituted by the sixth-grade teacher. The experimental group of thirty students received a mean of 24.78 positive reinforcements per class; the control group received a mean of 1.1 positive reinforcements. The subjects were again given the HISM scale, and no significant score differences were found between the experimental group and control group.

The present study investigated the '"fake-good" behaviour using the Superlative Scale S in theSpanish adaptation of the MMPI-2. From the 3.035 participants, the "normal" group ( 1.723)and the "clinic" group (561) responded with sincerity lo the questionnaire. A group of 269"'normal" participants was asked to show a negative image of themselves (group "fake-bad"')and other 282 participants, to show a positive image (group "Fake-good"); finally a group of 200 participants answered to the questionnaire without following the information of the items (group "inconsistent answers"'). The results showed the sensibility of this to detect the individuals that falsify their answers trying to present their more positive image. There were difficulties to identify individuals who answered to the questionnaire without keeping in mind the information of the items. / Se investigó la conducta de fingir en la adaptación española del MMPI-2. Participaron 3.035 personas, de los cuales los grupos "normal" (1.723) y "clínico" (561) respondieron con sinceiidad al cuestionario. A un grupo de 269 personas "normales'" se les instruyó para que muestren intencionadamente una imagen negativa de sí mismos (grupo '"mala imagen") y a otros 282,para que mostraran una imagen positiva (grupo "buena imagen"); otros 200 participantes contestaron al cuestionario sin atender a la información contenida en los ítems (grupo "repuestasinconsistentes"). Los resultados mostraron la sensibilidad de la Escala para detectar a aquellosque falsean sus respuestas presentando una imagen más favorable. Se observaron dificultades para discriminar a los que contestan sin tener en cuenta a los ítems.

Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.

The overall aim of the study was to determine whether an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, could be used to improve the academic skills of learners with a limited intellectual ability. A literature review was used to provide an overview of the learner with a limited intellectual ability, learning barriers to cognitive processes, as well as elements which have a positive influence on the learning receptiveness and academic skills of learners with a limited intellect. An empirical study consisting of a quasi-experimental study was conducted over a period of eight weeks. The sample in this study consisted of fourteen learners in the intermediate phase of a school for learners with severe mental delay in Kempton Park. They were randomly divided into an Experimental and a Control Group. Measuring instruments that were used for pre- and post testing were the ESSl Reading- and Spelling tests. The UK Graded reading test and the UK Speed Reading test, as well as the VASSl Mathematics efficiency tests. The empirical study led to the following conclusions: an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, is an effective technique to improve the academic skills of learners with a limited intellectual ability; the academic skills that improved most were word recognition, and then numeracy followed by spelling. Reading speed was the skill that improved least, however it was still better that that of the Control Group. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.

The overall aim of the study was to determine whether an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, could be used to improve the academic skills of learners with a limited intellectual ability. A literature review was used to provide an overview of the learner with a limited intellectual ability, learning barriers to cognitive processes, as well as elements which have a positive influence on the learning receptiveness and academic skills of learners with a limited intellect. An empirical study consisting of a quasi-experimental study was conducted over a period of eight weeks. The sample in this study consisted of fourteen learners in the intermediate phase of a school for learners with severe mental delay in Kempton Park. They were randomly divided into an Experimental and a Control Group. Measuring instruments that were used for pre- and post testing were the ESSl Reading- and Spelling tests. The UK Graded reading test and the UK Speed Reading test, as well as the VASSl Mathematics efficiency tests. The empirical study led to the following conclusions: an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, is an effective technique to improve the academic skills of learners with a limited intellectual ability; the academic skills that improved most were word recognition, and then numeracy followed by spelling. Reading speed was the skill that improved least, however it was still better that that of the Control Group. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.

This study highlighted the implications of the absence of well-delineated criteria for the workplace-effective mobility of employees with disabilities in South Africa for their employment, development and organisational mobility. In response to the dearth of research on workplace-effective mobility, and cognizant of the importance of well-delineated workplace criteria to oppose continuing workplace prejudice and discrimination against employees with disabilities, this two-phase sequential triangulation study aimed to identify and confirm criteria and compile a theoretical model for workplace-effective mobility of employees with disabilities. The study has significance for the achievement of greater workplace equity and redress, which will enhance the strategic human resources management and the productive image of employees with disabilities, as well as reduce welfare costs by enabling more people with disabilities to access paid employment opportunities. To attain the study objectives, the study was done in two phases. The first was a qualitative phase during which focus group interviews with participants with disabilities were conducted. The second phase involved a five-point Likert scale-based Delphi process with industrial and organisational psychologists. Focus group participants were formally employed or self-employed in various organisations and were recruited from four disability categories (people who are blind or deaf, or have a physical or speech impairment) in four provinces in South Africa (the Free State, Gauteng, KwaZulu-Natal and the Western Cape). The industrial and organisational psychologists who participated in the Delphi phase were used as experts with prior experience in the employee recruitment area. The study found that workplace-effective mobility is (a) a multi-dimensional concept comprised of a positive self-concept, self-efficacy, workplace accessibility, a sense of coherence and a positive sense of independence, which form the crux of criteria for workplace-effective mobility; (b) a result of self-efficacy beliefs, enabling organisational practices and workplace accessibility; and (c) at the heart of the pursuit for workplace equity to redress prejudice and discrimination against employees with disabilities in the workplace. The participating experts also reached consensus in their understanding of the term workplace-effective mobility. Within-group differences were identified for a number of categories; and therefore it is recommended that future research should be conducted on distinct categories of disabilities. Using the identified dimensions (positive self-concept, self-efficacy, workplace accessibility, sense of coherence and a positive sense of independence) and outcomes (organisational and personal effectiveness), a theoretical model of workplace-effective mobility was compiled. / Thesis (PhD)--University of Pretoria, 2011. / Human Resource Management / unrestricted

The purpose of this integrated review of literature was to explore the relationship between and among females in abusive relationships, self-esteem, and positive self-talk. Various models are discussed that provide possible explanations in the understanding of the complex social and psychological nature of cyclic abuse. These models are: learned helplessness, psychological entrapment, self-verification theory, and feminist theory. It is suggested that positive self-talk statements used by the female survivor as a basis for cognitive restructuring can act as a self-esteem building technique, thus promoting healthier cognitions over time. Furthermore, it is argued that self-esteem enhancement can assist females in developing strengths necessary to abandon abusive relationships. In summary, a review of the literature suggests that self-esteem is an important construct in understanding how individuals evaluate and ultimately determine their own sense of competency, self-worth, and success.

Positive psychology is rapidly developing as a field in psychology. Many constructs associated with positive psychology have been developed but relationships have not been demonstrated to second language (L2) learning or L2 learning motivation. The main purpose of this study was to explore empirically some core constructs of positive psychology and L2 learning motivation by testing a structural model of the causal relationships among levels of self-concept, and L2 proficiency. In order to do that, it was first necessary to validate measurable components of each of the levels. The self-concept constructs were: a global positive self-concept, a domain-specific positive L2 self, and L2 skill specific self-efficacy. The various self-constructs were organized into finer levels of specificity, from the global to L2 domain to L2 domain skills. A structural model was created from three latent variables that were in turn created from measured variables at each level of specificity. For the latent positive self-concept the measured variables consisted of flourishing, hope, and curiosity. For the latent variable of positive L2 self the measured variables consisted of an interested-in-L2 self, passion-for-L2-learning self, and L2 mastery goal orientation. For the latent motivational variable of L2 self-efficacy the measured variables were L2 speaking self-efficacy, L2 listening self-efficacy, and L2 reading self-efficacy. The measured variables were based on adapted or newly created self-reports. To demonstrate that the model holds beyond self-reports, objective L2 proficiency measures were also modeled with the latent variables of positive self-concept and positive L2 self. To demonstrate the generalizability of the self-model with L2 proficiency, a cross-validation study was done with two different objective measures of L2 proficiency, TOEIC and TOEIC Bridge. The results for the study were all positive for the creation of composite variables and fit to causal models. Latent variables were created for a composite positive self-concept, a composite positive L2 self, and a composite L2 motivation variable. The positive self-concept and positive L2 self also fit a model that included an objective measure of L2 proficiency. Finally, structural equation modeling confirmed causal relationships among positive self-concept, positive L2 self with both L2 motivation and with L2 proficiency. This study showed how constructs from the rapidly expanding field of positive psychology can be integrated with second language motivation. This study showed one way positive psychology can be applied to second language learning and suggests that positive psychology might invigorate future L2 motivation studies. / Teaching & Learning