When choosing a gift, the gift-giver has three distinct but interdependent goals: the item must 1) satisfy the recipient 2) be self-reflective for the gift-giver, and 3) indicate the nature of the relationship between the giver and the recipient. However, these goals are often mutually exclusive, making it infeasible for the giver to meet both his/her own and the recipient’s needs with his/her gift choices. In both essays we look at how the important moderator of social closeness between the giver and recipient influences givers’ prioritization of these goals. In Essay 1, we constrain givers to choose from a gift registry and posit that purchasing an identity-incongruent product can threaten an individual’s identity, particularly when purchasing for a close (vs. distant) friend who is an integral part of the self. Five experiments in the context of gift registry show that givers choosing identity-incongruent gifts for a close (vs. distant) friend experience an identity threat and seek to re-establish their shaken identities by endorsing the threatened identity and choosing identity-expressive products in subsequent decisions. In Essay 2 we loosen the constraints of the gift choice and allow givers to choose or reject the gift registry. Our main hypothesis is that when choosing for a close (vs. distant) friend, the giver will discount the recipient’s explicit preferences in favor of a gift that signals the giver’s identity or the relationship between them. However, prior research indicates that close friends choose inaccurately for one another as they conflate their own preferences with those of the recipients’. Thus we suggest that since givers are more likely to make a free choice (vs. registry choice) for a close (vs. distant) friend, they face an increased likelihood of choosing a less desirable gift for their close friends. / text

The purpose of this study was to test the relationships between and among the concepts of severity of illness, dependency, uncertainty, functional status and the mediators of self-esteem and mastery relative to the outcome of wellbeing. The conceptual framework was adapted from various sources in the literature which support the concept of wellbeing as an important outcome in arthritis. Evidence also supports self-esteem and mastery as mediators of the chronic illness experience. Dependency, uncertainty and functional status have been shown to be predictors of wellbeing but have never been tested as a complete paradigm. The sample for the study was 128 patients with either rheumatoid arthritis or osteoarthritis. Subjects completed 7 questionnaires which measured the 7 variables under study. Descriptive statistics were used to examine the demographic characteristics of the sample. Multiple regression technique was used to empirically test the predicted theoretical concepts and to estimate predictive validity for the theoretical concepts. The results demonstrated that when self-esteem was used in the causal model, 58% of the variance in wellbeing was explained by self-esteem and uncertainty. When mastery was included instead of self-esteem 52% of the variance of wellbeing was explained by mastery and uncertainty. When tested as mediators, both self-esteem and mastery emerged as significant mediators of dependency, uncertainty and functional status relative to wellbeing. These results are of clinical use to nurses who, by virtue of working with these patients on a daily basis, are in a position to intervene with actions which encourage positive self-esteem and maintain mastery over the environment. If these actions are successful, then wellbeing can be maintained for those patients diagnosed with arthritis.

Eighteen women were interviewed using focused ethnography to discover what it meant to be infertile women of Mexican descent. Some women reported that the infertility experience and the physical diagnostic procedures and treatments for infertility resulted in physical and psychological suffering (sufrimiento). Other women believed that infertility was a punishment from God and this created spiritual suffering for them. Profound suffering came from the realization that perhaps a dream--giving birth to their biological child and experiencing parenting--would never occur. The infertility experience had eroded their identities as women; in a sense, it was destroying them. Infertility had given these women a sense of abnormality, of being personal failures as women. Infertility implied not only the personal loss of hopes and dreams for the future of a sole individual, the woman, but it also implied the loss of hopes and dreams for the future of her family group, her partner's family group, not excluding the society which the couple was part of as well. Some women withdrew from their families, their friends and other people to avoid the painful and often embarrassing interrogative remarks from others. However, it was this social isolation which also created great suffering for these women since the isolation led to a loss of interaction with friends, family, and other people at a time when these women needed most the support. Fifty-five percent of the women feared that their inability to have a baby would eventually result in future abandonment by their partners. Some women saw their husbands as unsupportive because some men were unwilling to participate in diagnostic infertility evaluations and because some men also refused infertility treatments. The women maintained an attitude of fighting (luchando) which contradicted the stereotypical view of women of Mexican descent as being submissive, passive, and undecisive about handling crucial problems in their lives. Fifty percent of the women had used a combination of medical infertility treatments and folk medicine. Their persistent faith in God, in the Virgen de Guadalupe, and other religious saints had made it possible for these women to tolerate their enormous suffering.

The overall purpose of this study was to examine organized youth sports in Sweden and the possible influences over time (2 years) on some of the intended socialisation effects in terms of children’s and adolescent’s self-esteem, perceived physical and social competence, self reported pro- and antisocial behaviours, self reported psychosomatic health, and use of alcohol and tobacco. In an attempt to capture some of the complex social interactions in sports, which undoubtedly leads to different socialisation experiences, an additional purpose of this study was to examine possible relations between children and adolescent athletes’ dispositional goal orientations (task and ego), perceived motivational climate in sports, perceived sport-specific competence, perceived prosocial coaching and presumptive psychosocial effect variables. This study’s theoretical framework was primarily based on previous works by Bronfenbrenner (1979, 1992, 1995, 2001), Bronfenbrenner and Morris (1998), Nicholls (1984, 1989) and Patriksson (1995). The design of the study was a three-occasion longitudinal multiple cohort design including elements of retrospective questions. Data was collected from pupils residing in schools situated in Western and Middle parts of Sweden. The sample was based on a randomly stratified sampling procedure and comprised of 1378 pupils in total (10-18 years) distributed in primary school, lower secondary school and upper secondary school. The answering rate was high (T1=85%; T2=80%; T3=80%), but wave non-response made it necessary to impute missing data values. In total 1212 respondents were included in the final analyses. The main results showed that sport socialisation effects on youth’s prosocial development in general were rather small, with some minor exception for perceived physical competence and smoking tobacco. Consequently the results challenge the public notion that participating in organized sport “builds character.” Results related to the specific sport environment, though showed that organized sports have the potential to act as a more positive socialisation arena. It is proposed that creating a mainly task-oriented motivational climate, and helping the individual to foster a balance between task- and ego-oriented goal orientations, will increase the probability that young athletes will perceive higher levels of competence. This will, in turn, enhance the chance that participation in organized sports will have a positive effect on youths’ psychosocial development.

The prevalence of obesity is a growing problem for children and adolescents worldwide (Schwellnus & Derman, 2003:12; Verster, 2001:15; Cameron, 1999:75). Obesity contributes to primary and secondary health risks such as coronary heart disease and diabetes (Kalk, 2001:576). Obesity is inheritable as well as the health disorders associated with the type of obesity (Kalk, 2001:576; Dietz, 1995:157; Garfinkel & Cosina, 1990:511; Bouchard et a/., 1985:64). A possible cause for the increase of obesity is inactivity, and this generates numerous health problems for children and adolescents (Du Toit & Van der Merwe, 2003:49; Verster, 2001:15; Kalk,2001:576; Steinbeck, 2000:28; Cameron, 1999:75; Reilley et a/., 1999:217). Research has shown that regular exercise can lower the risk of obesity and have many health benefits in general (Deheeger et a/., 1997:375).Consequently the participation of physical activity is important for everyone not only for the obese individual (Van Mil et a/., 1999:842). Physical activity has physical as well as psychological benefits such as positive development in self-concept (Walters & Martin, 2000:51). A positive self-concept during adolescence can have an influence on mental and physical health, and the development of a positive self-concept is critical during the adolescent period (Park, 2003:42). Research also indicates that a strong self-concept can lead to an increase in participation physical activity (Park, 2003:47). Physical activity can also be a social opportunity during which self-concept and self-worth can develop (Marsh, 1997:28). The objective of this study firstly was to determine the influence of a 16-week physical activity intervention program on body composition and self-concept of black South African adolescents. The second objective was to determine the incidence of obesity among these adolescents. The third objective was to determine the influence of body composition on self-concept after participation in a 16-week physical activity intervention program. A total of 95 black adolescents (ages 13 to 18) were recruited to participate in the PLAY study (Physical Activity for the Youth). A control group of 24 adolescents did not participate in any exercise, where an experimental group of 71 adolescents did indeed participate in a 16-week physical activity intervention program. Anthropometric measurements and a comprehensive body composition were taken, using skin folds, BMl and the Bod Pod. The subjects completed a self-concept questionnaire (PASWIN2004 computer program). The findings in this study seems to indicate that there was a positive relationship, between physical activity and BMI as well as Bod Pod changes, after a 16-week activity intervention program in the experimental boys group. No further correlations were traced in the other groups. Among all the adolescents (experimental and control groups), were 80.85% overweight, of which 40.42% were classified as obese. This shows that the majority of this group of adolescents were overweight. No significant changes were found in body composition. The girls showed a slight increase in BMI as well as body fat percentage and a decrease in self-concept. This indicates that an increase in body fat can lead to a lower self-concept. / Thesis (M.Sc. (Human Movement Science))--North-West University, Potchefstroom Campus, 2006.

This study is a subdivision of an inter-university research project to investigate the psychological resilience of children in the late middle childhood years. The title of the umbrella project is Psychological resilience in children in the South African context. The aim of this study was to determine whether a relationship exists between social support and self-concept, as well as to establish whether gender differences occur with regard to the experience of social support and the evaluation of self-concept. Schools in different regions were identified in order to make the sample as large and the study as representative as possible of the different provinces, racial and language groups in South Africa. The children in the samples were randomly selected from class lists. The complete test battery was subsequently administered to these children. For the purpose of this study only the Piers-Harris Children's Self-concept Scale, the Social Support Appraisal Scale and the Biographical Questionnaire were used. Due to practical problems, the final figures of the samples varied between 549 and 918 participants. The processing of the data was done by the Statistical Consultation Service of the North West University Potchefstroom Campus. The Pearson Correlation Coefficient was used as an effect size to determine the relationship between social support and self-concept. T-tests and Cohen's effect sizes were used to determine whether gender differences occur with regard to social support and self-concept. The statistical processing of the results revealed that a positive correlation exists between social support and self-concept. These results are corresponding with the literature (Collins, 2000; Kirkcaldy, Shephard & Stiefen, 2002; Malecki 8 Demaray, 2002; Marjoribanks & Mboya, 2001; Van Tassel-Baska & Olszewski-Kubilius, 1994). Further, the results showed that no gender differences that were both statistically significant and practically meaningful occurred with regards to social support and self-concept. These results were repeatedly inconsistent with the literature (Bee, 1992; Dubow & Ullman, 1989; Harris, Rosenthal & Snodgrass, 1986; Hirsch & Rapkin, 1987; Piers, 1984; Werner & Smith, 1982). Finally, the last section of this investigation provides recommendations for further studies in this area, as well as practical suggestions for the implementation of the findings. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005

The aim of this thesis is to produce a substantive grounded theory of junior-to-senior transition and as a result of this work, to provide knowledge and guidance for coaches, sport psychologists and other personnel supporting young aspirant athletes. Underpinned by a social constructionist philosophy, the research programme was designed to capture and interpret the social world of the participants and to interpret the perceptions derived from their own lived experience of the transition. The thesis consists of three studies which, in a concatenated programme of research, are predicated one upon another. In order that understanding in social research can be advanced, the development of theory requires several rounds of fieldwork, analysis and publication (Stebbins, 1992,2006). Thus the building of theory took place over the initial two studies, the first of which involved the in-depth interviewing of nine participants from individual sports (M age = 24.5 years, S. D. = 4.3 years). As a consequence of this exercise, rich data were collected, depicting the participants' experiences of the juniorsenior transition. Grounded in these data, a preliminary model of junior-to-senior transition was constructed using Strauss and Corbin's (1998) guidelines for grounded theory analysis. More specifically, the resultant model revealed a cyclical process: of learning, identity development and progress at transition. Inception of the process is characterised by immersion in the post-transition environment during the pre-transition phase, in which significant observational learning occurs via the use of more senior role models. This process leads to the identification of discrepancies between the actual (or junior) and ideal (or senior) self. This promotes a period of adjustment in which the behaviours relevant to senior status are incorporated within the self, bringing about a sense of readiness, or ability to cope with the transition. In essence, the athletes had sought to structure their pre-transition environment to represent that which they would encounter post-transition, thereby generating stability for their self-identity. The modification of identity, through the adjustment of behaviours and roles, predicted a competitive breakthrough, at which point the athletes began to think about the subsequent step at senior level, and hence the cycle of immersion, learning and adjustment continued. (Continues...).

The self, the self-concept and identity are contested areas in various domains of enquiry. In cognitive psychology, the self is seen as a powerful explanatory construct. Indeed, in the education context, self-concept has been associated with achievement and motivation, though sociocultural approaches have highlighted the failure of certain schools of thought to take account of contextual and relational self processes. Nonetheless, despite the importance of the concept of self for learning, it has only fairly recently become of significant interest in the field of second or foreign language learning (L2). This longitudinal study focuses on the nature of, and changes in, students’ L2 reading self-concepts. In order to navigate the complexity of the theoretical issues surrounding the self construct, the approach of Rom Harré (1998) was adopted in which the self is seen as a frame for the discourse of personal attributes, reflexive self-beliefs and action. This perspective underpinned a mixed methods approach to enquiry with a group of international students taking a nine-month business pre-masters pathway programme. Based on the work of Pollard and Filer (1996), a framework for the narrative description of L2 reading self-concept was devised which provided a broad account of self-views of L2 reading, showing how these are linked in important ways to personal histories and the situational context. It was found that perception of competence was the main area of L2 reading self-concept change. Findings also included the importance of competence perceptions and the role of language knowledge in distinguishing L2 reading self-views. It is hoped that the model of L2 reading self-concept developed will enhance understanding of students’ experience of reading and learning through a second or foreign language. This should enable educators to support students more effectively, especially in international education contexts in which students study through another language. Areas for further research into L2 reading self-views in this type of context are suggested.

This study investigated the relationships among the variables of parenting stress, academic self-concept, and reading ability. The purpose of this study was to determine whether parenting stress and academic self-concept contributed to the child's reading ability. Two hypotheses were investigated in an effort to accomplish this purpose. The subjects used in this study were forty-nine children and their primary caretakers referred to The Child and Family Resource Center, The University of North Texas, Denton, Texas, during the academic years of 1994 through 1999. Subjects ranged in age from seven to eighteen years of age. Academically, the subjects ranged from first graders through eleventh graders. All subjects lived in and attended schools in Denton County or neighboring counties. Parental employment ranged from unskilled laborers to medical doctors. The participating families included biological, step, adoptive, single, and divorced families. Abidin's Parenting Stress Index was used to measure parental stress experienced by the primary caretaker. The Intellectual and School Status cluster of the Piers-Harris Children's Self-Concept Scale was used to measure the child's academic self-concept and the Woodcock Reading Mastery Test-Revised provided a measure of the child's reading ability. Test scores were obtained following a review of The Child and Family Resource Center's documented files. Multiple regression statistics revealed no significant relationship between neither parenting stress and the child's reading ability nor the child's academic self-concept and reading ability. Standardized beta coefficients and bivariate correlation results indicated a relationship between academic self-concept and reading ability. Additional research is recommended for future research that encompasses a larger and more diverse sample.

The proposed study examined differences in self-concept between ADHD (n = 61) and non-ADHD boys and girls. Participants included 108 children between 6 and 11 years old. Children completed the Self Description Questionnaire-I, and teacher reports of child competence were obtained. Girls reported lower physical ability and mathematics self-concept than boys. The results also indicated that ADHD girls may be more susceptible to low physical ability and mathematics self-concept than control children or ADHD boys. Teachers also rated ADHD girls as having lower scholastic competence than the other three groups. Teachers reported significant differences in level of competence based on ADHD status. The implications of the current study and directions for future research will be presented.