The general purposes of this study were to investigate relationships between tutoring style and self-efficacy, as well as relationships between self-efficacy and self-efficacy ratings. The specific purposes of the study were to investigate the relationship between Participant Modeling and Didactic treatments on self-efficacy ratings, as well as the relationship between self-efficacy and subsequent math computation performance. In -addition to investigating these factors, their effects relative to the particular cognitive style of the students was measured.There were 75 subjects who participated in the study. Permission slips were sent to 183 fourth graders in the three participating schools. A total of seven classes were involved. Permission slips were returned by 109 children, all of who were administered the MFFT. The median split procedure was used-to classify the children into two groups, 34 impulsive, and 41 reflective. The children were randomly assigned to one of two treatment groups or a control group.Three levels of tutoring comprised the active independent variable and two levels of conceptual tempo made up the independent attribute variable. Data were processed for 75 of the original 77 subjects, as two were lost due to attrition.The research design utilized was a 3 X 2 fixed effects factorial design. The final hypothesis was measured by a Pearson Product Moment Correlation utilizing the Fisher Z statistic.ConclusionsAnalysis of the data revealed that there was a significant relationship between self-efficacy ratings for 1D problems and treatment type. Both the participant modeling and didactic treatment groups showed significant main effects at the .05 level.The treatment effects did not reach significance at the 2D and M2D difficulty levels.There were no significant relationships between the reflective-impulsive conceptual tempo and persistence regardless of difficulty level. This indicates that conceptual tempo is probably not a factor with regard to persistence in problem solving and is not related significantly to this aspect of self-efficacy theory.Finally, the data analysis revealed that self-efficacy ratings were not reliable predictors of subsequent math computation performance regardless of difficulty level or conceptual tempo.

Self-esteem and Anxiety have been widely studied back-to-back on the premises of academic settings, since research has shown that they interact with eachother. The current study compares the score of self-esteem and anxiety of international students currently studying at Umeå University. Thirty students from Europe and Asia have been accessed respectively through usage of a questionnaire designed for its purpose. Overall, Europeans has higher self-esteem than Asians, however, there is no significant difference between Europeans and Asians regarding to anxiety. When taking the lowest ten subjects and the highest ten subjects’ self-esteem scores and compared them within the two cultural groups, significant difference was shown in anxiety, especially in the high self-esteem group of Asians. Asian Top-10 students’ self-esteem tend to have extra worries than others. The implication of this study suggests whether high self-esteem will also exacerbate the level of anxiety among Asians and buffer the anxiety of Westerns due their higher self-esteem.

This study investigated the relationship between perspective taking and self-esteem in two groups of children between 7 and 12 years of age. Forty-six third graders (mean age = 8.3 years) and 25 sixth graders (means age = 11.4 years) completed a perspective-taking task, a locus of control scale, and a self-perception measure assessing global self-esteem and specific areas of competence. There was little empirical support for the hypotheses associating perspective taking with global self-esteem, locus of control, or competence. Competence domains were intercorrelated and associated with global self-esteem. Locus of control was significantly related to social acceptance and athletic competence. Sixth graders demonstrated superior perspective-taking ability while third graders reported higher levels of self-esteem and more satisfaction with their physical appearance. Gender was related only to behavioural conduct; girls were more satisfied with their overall behaviour. The implications of these findings for self-other development are discussed.

The partners of people with low self-esteem (LSEs) are just as loving and generous as the partners of people with high self-esteem (HSEs; Campbell, Simpson, Boldry, & Kashy, 2005; Murray et al., 2000). Nonetheless, LSEs persist in underestimating their partners’ regard (e.g., Murray, Holmes, & Griffin, 2000). In this research, I propose a model of attribution inversion, which predicts that LSEs will invert the positive attributions for a partner’s sacrifice that would be predicted by classic theory (Kelley, 1967), because of the risk associated with interpreting a partner’s sacrifice too positively. In Study 1, LSEs worried more than HSEs about their partners’ sacrifices. In Studies 2 and 3, LSEs experienced more anxiety over a large (but not small) sacrifice relative to HSEs, and attributed less caring motives to their partners. Studies 4 and 5 demonstrated my proposed mechanisms: Offering one’s partner an exchange of favors (Study 5)—thereby reducing exchange concerns—or experimentally increasing LSEs’ caring attributions (Study 4) eliminated LSEs’ tendency to be more cautious than HSEs about their partners’ sacrifices, suggesting that exchange concerns and doubts about caring drive LSEs’ typical caution. Finally, Study 6 demonstrated that caution is not unique to LSEs. Under a cognitive load manipulation, HSEs were just as cautious, but were apparently able to override that automatic inclination when given sufficient time and resources. Overall, my research suggests that the discounting of a partner’s sacrifices is one route by which low self-esteem is self-perpetuating even with a loving partner.

Purpose: A growing number of people from many countries are traveling internationally to obtain medical care. The purpose of this study is twofold: (a) to explore the experiences of international travel for the purpose of medical or dental care from the perspective of patients from Alaska and (b) to develop insight and understanding of the essence of this phenomenon. Study Design and Methods: The study is conceptually oriented within a model of health seeking behavior. Using a qualitative, interpretive phenomenological design, a purposive sample of fifteen Alaskan medical tourists who have experienced international travel for the objective of medical or dental care were individually interviewed. The data was analyzed using a hermeneutic process of inquiry to uncover the essential meaning of the experience. Results: The hermeneutic analysis of the participants’ narrative accounts allowed the themes of Motivation, Research, Obtaining Care, Follow-up, Advice, and Future Health Care to emerge. Sub-themes are used to further categorize data for increased understanding. The thematic analysis provides insight into the essential structure of the lived experience of the medical tourism phenomenon. Improved understanding of medical tourism provides further information about a modern approach to health seeking behavior. The conceptual definition and model for health seeking behavior are updated. Implications: Increased understanding of the experience of obtaining health care internationally and motivation for this nature of health seeking behavior from the patient perspective is needed in the global health care arena. Nursing professionals will benefit by being better able to advocate for patients’ choices in health seeking behavior, counsel regarding medical tourism options, provide follow-up health care after medical tourism, and actively participate in global health policy discussions.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1989. / Includes bibliographical references (leaves 260-268).

Thesis (M.A.)--International Christian Graduate University, 1985. / Includes bibliographical references (leaves [49]-[56]).

Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisor: LaVerne A. Berkel. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 24, 2008. Includes bibliographical references (leaves 83-98). Online version of the print edition.

Thesis (Ph.D.)--Murdoch University, 2006. / Thesis submitted to the Division of Arts. Bibliography: leaves 256-265.