The author drew on sociometer theory to propose that self-esteem is attuned to traits that garner others??? acceptance, and the traits that garner acceptance depend on one???s social role. Attunement of self-esteem refers to the linkage, or connection, between self-esteem and specific traits, which may be observed most clearly in the association between self-esteem and specific self-evaluations. In most roles, appearance and popularity determine acceptance, so self-esteem is most attuned to those traits. At the same time, interdependent social roles emphasize the value of communal qualities, so occupants of those roles have self-esteem that is more attuned to communal qualities than is the general norm. To avoid the biases of people's personal theories, attunement of self-esteem to particular traits was assessed indirectly via the correlation between self-esteem and self-ratings (Study 2), with cognitive accessibility measures (Study 3), by observing the responsiveness of people???s self-concepts to social cues about the self (Study 4), and with an experiment involving social decision-making (Study 5). As hypothesized, self-esteem was generally more attuned to appearances than communal qualities, but interdependent social roles predicted heightened attunement of self-esteem to qualities like kindness and understanding.

The purpose of this study was to investigate whether an individual's self-esteem would effect the amount of effort that person expected to expend in a task performing situation with an evaluator. Two social psychological principles of an individual's self-perception, the self-esteem and self-consistency theories, were the theoretical concepts upon which this study was based.The 403 subjects were undergraduates at Ball State University, Muncie, Indiana. The study was conducted during the winter of 1980.Subjects were administered two self-report questionnaires measuring self-esteem and locus of control. High and low self-esteem groups, each containing 70 subjects, were selected for participation in phase two.Prior to meeting with the evaluator, each subject was given a verbal cue regarding the evaluator's demandingness. Each subject was asked to determine the number of practice problems to be done in presentation for a task. The number of problems chosen constituted the amount of effort the individual expected to expend, or the dependent variable.Using a univariate analysis of variance, the data analysis showed a statistically significant interaction between the self-esteem and evaluator demandingness factors for the male sample. Four null sub-hypotheses were also rejected for the male sample. Due to lack of homogeneity of variance in the female sample, four revised null subhypotheses were tested using a non-parametric procedure, the KruskalWallis Rank Sums. Each of these sub-hypotheses was rejected for the female sample.As a result of the data analysis, the following conclusions were made: (1) High self-esteem individuals expected to expend more effort with a difficult-to-please evaluator than with an easy-to-please evaluator, and (2) conversely, low self-esteem individuals expected to expend more effort with an easy-to-please evaluator than with a difficult-to-please evaluator. The findings of this study support self-esteem theory.

No description available.

College serves as a venue for development, where one aim is to produce autonomous students. In this process of developing towards autonomy difficulty and challenges occurs, and thus some students choose to seek counselling. Based on this it has been desirable to gain a deeper understanding of how college students experience this process. Hence, the research question of this thesis is: How do college students who seek counselling experience their development towards autonomy? This thesis is conducted by using Q methodology. 14 college students who have been to counselling participated in this research. Based on the research question the participants sorted 36 statements in accordance with their recognition of themselves in them, from least like me to most like me. The statements were produced with the help of Fisher’s balanced block design. The research design includes theory about self-efficacy, self-awareness in a developmental perspective, and the counselling relation. Based on an analysis of the participants’ Q sorts, a four-factor solution appeared. The factors represent different viewpoints existing among the college students who seek counselling, related to the development towards autonomy. These were further interpreted and given names. Factor 1: Others make me feel strong, but I do not do what is required to succeed. Factor 2: All the expectations make me lack a feeling of control. Factor 3: I take responsibility for personal development, but not necessarily in school. Factor 4: Although I work hard I need others to believe in me. The factors were discussed in relation to theory. What emerged was an understanding that the factors represent different points along the journey towards autonomy. At the same time, all of the students also have a tendency to prevent themselves from full potential of development. An increased self-awareness is believed to be necessary to overcome this, which can be attained with the help of counselling.

Increasing rates of self-injury in the United Kingdom coupled with the apparent lack of understanding, highlights a need for research to be conducted in this area. A dearth of research illuminating the experiences of self-cutting, together with increased awareness of the differences in perspective between people who self injure and professionals, also provides a rationale for this study. This study aims to explore the experiences of people who self-injure in order to identify and understand the processes involved in self-cutting, and develop a theory which aids this understanding. A grounded theory approach is used to meet the aim of the study, generating data through in-depth interviews with 10 people who engage in self-cutting. Participants shared their experiences of self-injury emphasising both the meaning and function of cutting for them, and the struggle they face living with the behaviour. Although the experiences of participants were unique to each individual, clear commonalities in experience emerged during data analysis and were explored with subsequent participants,in keeping with the grounded theory method. As data generation and analysis developed, the aim of the study became more focused, resulting in an exploration of the urge to self-injure and how people who engage in self-cutting respond to this urge. Findings relate to the core category, living with the urge and main categories of experience namely underlying urge, triggering the urge, satisfying the urge and resisting the urge. Discussion of the findings offers a substantive theory, asserting that people who self-injure face a paradox of finding it very difficult to live with self-cutting, while simultaneously facing the challenge of living without the behaviour. This paradox can be understood within the context of the core category, living with the urge, a process which begins before the participants start self injuring, continues while they are cutting, through to when they are trying to live without cutting. The discussion contributes knowledge relating to commonalties between self-cutting and the experience of addiction; issues for prevention; repetitive nature of cutting; the relationship between people who cut and their cutting tools; and ultimately highlights how difficult it is for the participants to break-free from the world of cutting. Implications of the findings for health and social care practitioners, and education and training are discussed, and recommendations for research are made.

Ample evidence suggests that the behaviour of people with low self-esteem (LSEs) can lead to problems in close relationships (Wood, Hogle, & McClellan, 2009). To my knowledge, however, no research has investigated the role that perceptions of close others’ self-esteem play in undermining beneficial relationship processes. In the current paper, I propose that capitalization, a process associated with greater relationship quality (Gable, Reis, Impett, & Asher, 2004), might be hindered by the friends, partners, or family members of LSEs. In studies 1 through 3 I obtain experimental and behavioural evidence that people are reluctant to disclose their positive experiences (i.e., capitalize) when they believe the recipient has low self-esteem. In Study 4, I show the external validity of my findings with couples having real discussions. In Studies 5a and b, I examine mechanism and find that although participants have both self- and other-focused concerns regarding capitalizing with LSEs, their self-focused concerns appear to drive their behaviour. Overall, my research suggests that the perception of others’ self-esteem is a variable that guides behaviour in important social situations.

Recent research has demonstrated that high social anxiety is associated with uncertainty about one’s self views and self-concept (Moscovitch et al., 2009; Stopa et al., 2010; Wilson & Rapee, 2006). However, no research has addressed potential mechanisms underlying the link between high social anxiety and low self-certainty nor has research examined whether this relationship is bi-directional. In the current research, I propose a cyclical model in which high social anxiety leads to low self-certainty, which in turn, feeds back into higher levels of social anxiety. I also propose that the relationship between high social anxiety and low self-certainty is mediated by the self-protective self-disclosure patterns employed by socially anxious individuals. In three interconnected studies, I examine the hypothesis that social anxiety, self-disclosure and self-certainty operate in a cyclical model. Study 1 provided a correlational test of the hypothesized feedback model in its entirety and demonstrated that honesty of self-disclosure was the most important and influential mechanism underlying the link between high social anxiety and low self-certainty. Experimentally manipulating the honesty of participants’ self-disclosures in Study 2 demonstrated that dishonest self-disclosures during a social task led to low self-certainty, but only amongst individuals high in trait performance anxiety. Finally, experimentally manipulating self-certainty in Study 3 demonstrated that low self-certainty led to high anticipatory anxiety about an upcoming self-disclosure task. Together, these results elucidate a cyclical maladaptive pattern in which low self-certainty as a result of self-protective self-disclosure leads to high social anxiety and a greater reluctance to self-disclose. Results from the three studies are discussed with respect to their theoretical implications and in relation to clinical applications for individuals with social anxiety disorder.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Spreadsheet programs are widely used in business and government. Unfortunately, there is strong evidence that many spreadsheets contain errors. In spite of the importance of spreadsheets in decision-making, studies have shown consistently that end-user spreadsheet developers rarely test their models thoroughly after development in the manner that professional programmers test software. One contributing factor to both error rates and the lack of post development testing may be that spreadsheet developers are overconfident in the correctness of their spreadsheets. Overconfidence is a widespread human tendency, and it has been demonstrated among spreadsheet developers. When people are overconfident, their "stopping rules" for error detection during and after development may be premature, causing them to stop checking before they should. This may contribute to the number of errors. At the same time, a research construct that appears to be closely related is self-efficacy, which has been shown that high self-efficacy is positively related to computer task performance, including spreadsheet performance (although not specifically to error reduction performance). The findings from this research concluded that people with high self-efficacy and high confidence make fewer errors than those with low self-efficacy and high confidence. Also, a "think-aloud" protocol analysis of a subset of subjects observed a lack of system design and analysis effort and a minimal amount of testing during the development of spreadsheet tasks. / Includes bibliographical references (leaves 96-103). / Electronic reproduction. / Also available by subscription via World Wide Web / ix, 135 leaves, bound .ill 29 cm

Contrary to common folk and expert theory, the human self is not unitary. There is no Cartesian theatre or homunculus functioning as a metaphorical overlord. Rather, it is an abstractum gleaned from a person�s experiences-a centre of narrative gravity (Dennett 1991). Experiences are a person�s cognisance of her ventures in life from a particular unique perspective. In perspectivising her experiences, the person imputes a certain structure, order, and significance to them. Events are seen as unfolding in a certain inherently and internally coherent way characterised by causality, temporality, or intentionality, etc. In other words, a person�s self emerges out of her innumerable narrativisations of experience, as well as the different protagonist roles she plays in them. Her behaviours in different situations can be understood as different life-narratives being foregrounded, when she is faced with different stimuli different experiences/events present. In real life, self-reflective discourse frequently alludes to a divided, partitive self, and the experiences/behaviours that it can engage in. In academic study, this concept of the divided and narrative-constructivist self is well-represented in disciplines ranging from philosophy (e.g., Dennett 1991, 2005), developmental psychology (e.g., Markus & Nurius 1986; Bruner 1990, 2001; Stern 1994), cognitive psychology (e.g., Hermans & Kempen 1993; Hermans 2002), neuropsychology (e.g. Damasio 1999), psychiatry (e.g., Feinberg 2001), to linguistics (e.g., McNeil 1996; Ochs & Capps 1996; Nair 2003). Depending on the particular theory, however, emphasis is often placed either on its divided or its narrative-constructivist nature. This thesis argues, however, that the two are coexistent and interdependent, and both are essential to the self�s ontology. Its objectives are therefore: (i) to propose a partitioned-narrative model of the self which unifies the two perspectives by positing that the partitioned-representational (Dinsmore 1991) nature of narratives entails the partitioned structure of the self; and (ii) to propose that the partitioned-narrative ontology of the self is what enables and motivates much of our self-reflective discourse and the grammatical resources for constructing that discourse. Partitioning guarantees that a part of the self, i.e., one of its narratives, can be selectively attended to, foregrounded, objectified, and hence talked about. Narrativity provides the contextual guidance and constraints for meaning-construction in such discourse. This claim is substantiated with three application cases: the use of anaphoric reflexives (I found myself smiling); various usages of proper names, including eponyms (the Shakespeare of architecture), eponymic denominal adjectives (a Herculean effort), etc.; and partitive-self constructions which explicitly profile partitioned and selectively focal narratives (That�s his hormones talking). When analysed using the proposed model, these apparently disparate behaviours turn out to share a common basis: the partitioned-narrative self.

Thesis (M.A.)--Briercrest Biblical Seminary, 1997. / Abstract. Includes bibliographical references (leaves 136-149).