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Thesis (D. Min.)--Conservative Baptist Theological Seminary, 1983. / Includes bibliographical references (leaves 98-103).

Implicit self-esteem is the automatic and unconscious component of self-esteem, which is generally not correlated with more traditional measures of explicit self-esteem. The goal of the research presented in this dissertation was to test a cognitive model of implicit self-esteem. Drawing from interpersonal theories of self-esteem and from theories of evaluative learning, I hypothesized that implicit self-esteem is developed through repeated exposure to pairings of the self with interpersonal rejection or acceptance, leading to unconscious and automatic self--rejected or self--accepted cognitive associations. I tested this theory using a computer-based conditioning task designed to enhance implicit self-esteem through the repeated pairing of self-relevant information (e.g., first name, birthday) with interpersonal acceptance (i.e., photographs of smiling faces). Support for this hypothesis was found in four studies. Overall, participants who completed the computer-based conditioning task generally had higher scores on the self-esteem Implicit Associations Test compared to participants in a control condition. Furthermore, the conditioning task had no effect on explicit self-esteem scores, providing support for the distinct nature of implicit self-esteem relative to explicit self-esteem. Finally, exploratory analyses showed that contingency awareness was not needed for evaluative conditioning to occur. These findings support the proposed cognitive model of implicit self-esteem and provide a novel computer-based conditioning task for enhancing implicit self-esteem.

Thesis (D. Min.)--Conservative Baptist Theological Seminary, 1983. / Includes bibliographical references (leaves 98-103).

Thesis (D. Min.)--Conservative Baptist Theological Seminary, 1983. / Includes bibliographical references (leaves 98-103).

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Theses (M.A.)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains vii, 44 pages. Bibliography: p.35-38.

The hypothesis that expectations of disclosure and a consequent gain or loss in esteem from another would determine reactions to initially positive or negative evaluations congruent or incongruent with self-evaluation was tested. Subjects experienced success or failure at problem-solving and then received congruent or incongruent evaluations from others when disclosure of performance was either inevitable or impossible. Predictions that subjects anticipating disclosure and subsequent gains and losses of esteem would exhibit a consistency effect while those safe from the consequences of disclosure would show approval seeking behavior received no clear-cut support. Possible factors involved in the study's failure to support the hypotheses were discussed. The study also tested the hypothesis that ratings of the evaluator on some scales would reflect only the positive or negative nature of the note received while others would require consideration of consistency between self and other evaluation. Results offered some support for this hypothesis and justified the recommendation that future research give priority to development of measures to reliably and validly detect interaction effects. Examination of direct and indirect ratings of the note-sender implied that ability relevance, rather than directness, may account for observed discrepancies between direct and indirect ratings. / Arts, Faculty of / Psychology, Department of / Graduate

This exploratory study, using the Critical Incident Technique (Flanagan, 1954), examined what enhances or detracts from adult self-esteem. A sample of 13 females and 7 males, ages 24 - 49, from a small urban church were selected as a study group from a normal adult population. Critical Incident interviews, lasting one and a half hours, resulted in 113 incidents. Subjects also completed a form recording age, sex, marital status and also completed the Rosenberg Self-Esteem Scale. These data were used to compare subject characteristics to categories formed from the critical incidents. From the incidents, five basic categories were formed: Confirmation by Others, Overcoming Deficits, Acceptance by Others, Sense of Mutuality and Sense of Achievement. Categories contained 16 to 27 incidents each and each category was contributed to by at least 50% of the subjects. These categories demonstrated an acceptable level of interjudge reliability. Comparison between the investigator and a colleague in categorizing 50 incidents resulted in 92% agreement. Secondary examination between subject characteristics and categories indicated that the majority of data came from 30 to 36 year-olds and that no low self-esteem subjects were represented in the study. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Thesis (Ph. D.)--University of Washington, 1992. / Vita. Includes bibliographical references (leaves [36]-42).