Nineteen selected self-perception characteristics of university students were related to sex and to ordinal position. The 60 selected males and 120 selected females were enrolled during the summer of 1976 at North Texas State University in Denton County, Texas. A self-rating, group-administered instrument was originated for collecting information. Ordinal positions were only child, first-born with later siblings, intermediate, and last-born. The intermediates had the most positive self-perceptions. Of the males, intermediates were highest and only children lowest. Of the females, only children reported more positive self-perceptions. Females had more positive self-perceptions than males. Effects of ordinal positions tended to depend on the child's sex. Further study was recommended utilizing a larger, more varied population.

In a patriarchal society where women are viewed as a weaker sex and are compelled by ideology and social norms to attach themselves to men through romantic relationships and the institution of marriage, how do never-married women fare? In particular, how do never-married women over the age of 30 navigate a social world where there is constant pressure to marry? This study explores the social experiences of never-married women over 30 residing in Eastern Tennessee. Thirty never-married women completed a structured personal interview and an online survey was completed by 14 never-married women (ages 30-45) currently residing in Eastern Tennessee. The structured interview and survey focused on key variables associated with the interpersonal relationships, identities, social perceptions, and internet-based social networking (MySpace, Facebook, etc.) of never-married women.

In modern society, individuals constantly pass judgments on their own body and physical competence as well as that of other people. All too often, the verdict is less favourable. For the person, these physical self-perceptions (PSP) may negatively affect global self-esteem, identity, and general mental well being. The overall aim of this thesis is to examine primarily the role that exercise, but also the roles that gender and culture, play in the formation of PSP. In Study I, using confirmatory factor analyses, strong support for the validity of a first-order, and a second-order hierarchical and multidimensional model of the Physical Self-Perception Profile (PSPP: Fox & Corbin, 1989) was found across three national samples (Great Britain, Sweden and Turkey) of university students. Cross-cultural differences were detected, with the British sample demonstrating higher latent means on all PSPP subdomains except for the physical condition subdomain (Condition), than the Swedish and Turkish samples. In Study II, a higher self-reported exercise frequency was associated with more positive PSP (in particular for Condition) and more importance attributed to PSP in Swedish university students. Males demonstrated higher overall PSPP-scores than females. In Study III, a true-experimental design with randomisation into an intervention and a control group was adopted. Strong support for the effects of an empowerment-based exercise intervention programme on PSP and social physique anxiety (SPA) over six months for adolescent girls was found. The relations of exercise, gender and culture with PSP, SPA and self-esteem are discussed from the standpoints of a variety of theoretical models (the EXSEM-model), and frameworks (self-presentation and objectification theory). The two theories of self-enhancement and skill-development are examined with regard to the direction of the exercise-physical self relationship and motivation for exercise. Arguments for the relevance of exercise and PSP for practitioners in promoting general mental well-being and preventing modern-day diseases are outlined.

This study examines the correlation between the self-perceptions of junior high school students in Kaohsiung city and their academic performance in each major subject area taught under Kaohsiung city¡¦s nine-year compulsory education system. Key research objectives include: Examine the influences of personal variables on junior high school student self-perception and academic performance within the 9-year compulsory education system; and determine correlations between the self-perception and academic performance; and offer practical suggestions can better assist junior high school students to cultivate self-perceptions that are both active and positive. The authors used the ¡§Self-Attitudes Questionnaire¡¨, revised by Mr. Wei-fan Kuo, as a primary data-gathering tool. The subjects of this research were junior high school students (grades 7 through 9). After categorizing schools as ¡§large¡¨, ¡§medium¡¨ or ¡§small¡¨ (based on student population), the authors chose target schools by randomly selecting three (3) from each category. Finally, a computer was used to select at random one class from each of the nine selected schools. Data collected for this study included completed self-attitude questionnaires and students¡¦ semester grade reports. The authors employed one-way ANOVA, Pearson product-moment correlation, gradual multiple regression, and T-Test analysis methodologies to test hypotheses. Research Findings: At present, the overall rating for self-perception among junior high school students studying in Kaohsiung Municipality is higher than the national average. The sex of respondents was found to affect self-perception significantly in all categories and at each level of academic performance. Differing social / economic backgrounds of families had a significant impact on self-perception in all categories and at each level of academic performance, and Study results indicate that level of self-perception is a regressive predictor of academic performance. Based on the above findings, the authors offer the following practical suggestions: I.The academic curriculum should foster the development of a positive and active sense of self-perception in students; II.Effectively managing the factors that influence students¡¦ self-perception can effectively assist in the prevention / rectification of self-perception problems. III.Students coming from families in lower social or economic strata should be afforded special attention and support. IV.Educators should note and attend to the differing needs of individual students in the classroom.

In modern society, individuals constantly pass judgments on their own body and physical competence as well as that of other people. All too often, the verdict is less favourable. For the person, these physical self-perceptions (PSP) may negatively affect global self-esteem, identity, and general mental well being. The overall aim of this thesis is to examine primarily the role that exercise, but also the roles that gender and culture, play in the formation of PSP. In Study I, using confirmatory factor analyses, strong support for the validity of a first-order, and a second-order hierarchical and multidimensional model of the Physical Self-Perception Profile (PSPP: Fox & Corbin, 1989) was found across three national samples (Great Britain, Sweden and Turkey) of university students. Cross-cultural differences were detected, with the British sample demonstrating higher latent means on all PSPP subdomains except for the physical condition subdomain (Condition), than the Swedish and Turkish samples. In Study II, a higher self-reported exercise frequency was associated with more positive PSP (in particular for Condition) and more importance attributed to PSP in Swedish university students. Males demonstrated higher overall PSPP-scores than females. In Study III, a true-experimental design with randomisation into an intervention and a control group was adopted. Strong support for the effects of an empowerment-based exercise intervention programme on PSP and social physique anxiety (SPA) over six months for adolescent girls was found. The relations of exercise, gender and culture with PSP, SPA and self-esteem are discussed from the standpoints of a variety of theoretical models (the EXSEM-model), and frameworks (self-presentation and objectification theory). The two theories of self-enhancement and skill-development are examined with regard to the direction of the exercise-physical self relationship and motivation for exercise. Arguments for the relevance of exercise and PSP for practitioners in promoting general mental well-being and preventing modern-day diseases are outlined.

Assistive technology, specifically, word prediction software holds great promise in supporting the writing process for students with learning disabilities. This thesis reports on a qualitative study that examined eight students’ self-perceptions as learners and writers using word prediction software. Participants were purposefully recruited from a local Learning Disabilities Association’s listserv located in a mid-sized Eastern Ontario city. Three groups of two to three Grades 4-8 students previously identified with a learning disability, and who were already using word prediction software (e.g. Co-Writer or WordQ), attended a 3-hour session. This session included an instructional workshop, and completion of a short reflective writing task followed by a focus group. Separately, participants’ parents attended a focus group. Data for this study includes focus group responses (student and parent), observations from the workshop, and the written student reflections. Using content analysis, emerging themes from participant responses were analyzed. The main themes from this analysis were: (1) students’ perceptions of having an equal opportunity to participate in academic subjects; (2) increased student self-efficacy; and (3) an ad hoc approach to training and the use of assistive technology software in school. These themes were then linked to relevant literature and a set of recommendations was developed for educators. Recommendations for the future included facilitating increased self-efficacy for students with learning disabilities; reducing the ad hoc approach to teacher education by instituting mandatory courses about students with disabilities in teacher education programs; and increased instruction in the use of assistive technology for parents and teachers. / Thesis (Master, Education) -- Queen's University, 2011-06-27 22:45:11.704

Retirement affords retirees increased time for participation in salutary activities like physical activity. Yet, evidence is mixed as to whether or not retirees use this time to increase their participation in physical activity. Greater knowledge of the factors affecting physical activity participation in retirement is needed. Retirement is also a life transition ripe with opportunity to redefine one's identity and place greater attention on health-enhancing behaviours. Thereupon, this dissertation was rooted in the self literature, as self perceptions such as identity and possible selves may be particularly relevant for understanding physical activity in retired individuals. As a result, the first aim of this dissertation sought to confirm, in a preliminary study (Study 1), the relationship between possible selves, physical activity identity and physical activity in retirees. Through questionnaire data collected concurrently, Study 1 showed that identity and possible selves were related to physical activity (Article 1). Moreover, positive associations were found between possible selves focused on physical activity and physical activity identity. Subsequently, the relationships between these variables were further probed to determine whether exercise identity mediated the relationship between physical activity possible selves and physical activity (Article 2). Questionnaire data collected across three time points (one month apart) showed that identity mediated the relationship between possible selves and behaviour - all related to physical activity. Together, these findings represented an important first step toward designing a relevant intervention for retirees which informed the second aim of this dissertation (Study 2). A possible selves intervention designed to increase physical activity identity and physical activity was tested (Article 3). Changes in these variables were compared across three groups of an experimental design: a repeated possible selves intervention, a one-time possible selves intervention, and a control group. All groups reported marginally higher levels of physical activity and physical activity identity, inconsequential to group assignment. Overall, the present dissertation makes contributions to the self literature especially with regards to new retirees. Nevertheless, limitations are acknowledged and discussed. Finally, future research avenues are presented.

This study was undertaken to examine possible relationships among sex-role types, self-concept, and length of incarceration in residents at a federal minimum security co-correctional prison. Twelve female and 53 male subjects completed the Zung Self-rating Depression Scale, StateTrait Anxiety Scale, Bern Sex-Role Inventory, Marlowe-Crowne Social Desirability Scale, Self-Concept Scale, and a Reaction to Imprisonment Q-sort. MMPI scores and demographic data for each subject were obtained from institution records. Subjects were divided into three groups (New, N = 25; Three Month, N = 20; and One Year, N = 20) on the basis of the length of time they had been incarcerated. Those in the New group were retested with all instruments except the MMPI after they had been imprisoned approximately three months. Instruments were administered only once to the other groups. On the basis of scores on the Bern Sex-Role Inventory, subjects were classified by sex—role type (masculine, feminine, androgynous, or undifferentiated). Discriminant function analyses were used as an initial screen to determine which of the dependent variables might contribute to the "simple effects" factors of the main multivariate analysis of variance procedure.

The purpose of this study was to investigate the self-perceptions certified public high school teachers in the fine arts have toward their roles as artist and instructional staff member.

Most people will experience rejection in the job selection process. Rejection from job opportunities is often issued via a letter from a hiring manager. These letters elicit reactions from applicants who may, in turn, have less favorable self perceptions and less favorable perceptions of the organization from which the applicant was rejected. Numerous research articles have been published that deal with delivering notification of selection and/or rejection to applicants in the job selection process. However, relatively few use a realistic laboratory design to obtain results. This study examined the effects of sensitivity and information in notifications of rejection when applicants are rejected in the job selection process. A more realistic laboratory design was used to increase the psychological fidelity of the job selection situation. One hundred forty undergraduate students participated in this study. Participants were told to imagine that they were graduate school applicants. Then, the participants completed a fake graduate school admissions test and received notification of rejection from a fake graduate school. Participants were assigned to conditions (letters varying in sensitivity and information type) randomly and the participants completed a post-notification of rejection survey that captured their self and organizational perceptions. Additionally, moderating variables were explored.