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Syftet med denna uppsats var att undersöka sociometerteorins sociologiska relevans, förenlighet med flerdimensionella och hierarkiska modeller av självbild samt mätinstrumentet Revised Janis and Field Scales mätegenskaper. En enkät administrerades till 225 studenter vid Karlstads universitet, varav 140 respondenter var kvinnor och 85 var män. Resultatet visar att principiell komponentanalys i huvudsak replikerar valideringsstudien från 1984 medan Raschanalys visar att mätinstrumentet har stora och allvarliga problem och behöver revideras innan användning eller kasseras. Vidare är den modell över självbilden som mätinstrumentet är avsett att fånga föråldrad och inaktuell. Resultatet visar även att sociometerteorin kan relateras till symbolisk interaktionism och därmed har en sociologisk relevans men att förenligheten med modeller över självbilden är begränsad till huruvida teorin kan anses beskriva mekanismen bakom den sociala självbilden. Diskussionen avhandlar självkänslans självuppfyllande profetia, att självhjälpsindustrin, media och allmänhet etiketterar företeelser som och tillskriver begreppet betydelse och relevans varpå det beforskas vidare trots att forskningsfältet verkar befinna sig i ett degenerativt tillstånd. Vidare diskuteras att självkänsla och självbild ej är utbytbara begrepp eftersom det senare begreppet har prediktiv validitet (dvs. har visats förutsäga andra utfall). Slutligen ges ett förslag att antingen rikta fokus mot att studera självmedkänsla, socialt stöd, socialt kapital, självbild och subjektivt välmående istället för det för närvarande fruktlösa självkänslabegreppet, eller att utveckla begreppet teoretiskt innan fler kvantitativa studier utförs. Ytterligare slutsatser och implikationer av uppsatsen diskuteras. / The purpose of this thesis was to investigate the sociometer theory’s sociological relevance, compatibility with multidimensional and hierarchical models of the self-concept and the measurement instrument Revised Janis and Field Scales measurement properties. A questionnaire was administered to 225 students at Karlstad University, of whom 140 respondents were female and 85 were male. The results shows that the principal components analysis in general replicates the validation study from 1984 while Rasch analysis demonstrates that the measurement instrument have major and severe problems and needs to be revised before use or discarded. Furthermore, the model of self-concept that the measurement instrument is intended to capture is outdated and obsolete. The results also shows that the sociometer theory can be related to symbolic interactionism and thus have a sociological relevance but that the compatibility with models of the self-concept is limited to whether the theory can be regarded as describing the mechanism behind the social self-concept. The discussion treats a self-fulfilling prophecy of self-esteem, that the self-help industry, media and public label phenomena as and ascribes the concept meaning and relevance whereon it is further researched despite that the research field seems to be in a degenerative state. Furthermore, self-esteem and self-concept are not interchangeable concepts since the latter concept has predictive validity (i.e. has been shown to predict other outcomes). Finally, a proposition is made to either direct focus at researching self-compassion, social support, social capital, self-concept and subjective well-being instead of the currently fruitless self-esteem concept, or to develop the concept theoretically before conducting more quantitative studies. Further conclusions and implications of the thesis are discussed.

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The impact of a precollege intervention, the Junior High Washington Gateway Academy (JHWGA), on early adolescent aspiration and motivation for a college education was measured. JHWGA provided an intensive week of activities in career planning, self-concept improvement, and study skills. Specific research questions were: a) did participation in this program increase career readiness, self-concept, productive study habits, aspiration, and motivation to prepare for college? b) what percent of the variance in aspiration to and motivation for college in early adolescents could be explained by career readiness, self-esteem, and study habits? Using survey research, a questionnaire was developed with five scales (career readiness, self-esteem, study habits, aspiration, and motivation). Questionnaires were sent to 301 West Virginia students in Grade 8 who had been JHWGA applicants in 1996. The 265 (88%) who responded were divided into two groups: a participant group consisting of 104 students who participated in the 1996 program and a comparison group consisting of 161 students who did not attend the 1996 program. T-tests and chi square tests revealed no significant differences between groups. Multiple regressions were performed for the aspiration and motivation variables using career readiness, self concept, and study scales as independent variables. An assumption of normal variance was found to be violated because subjects favored endpoints on Likert scale causing data to be skewed. Career readiness, self-concept, and study habits (using transformation and excluding several outliers) were found to explain 59 percent of the variance in the aspiration model. However, two regressors (study habits and career readiness) were discovered to be highly correlated (r = .66). Only one regressor for the motivation model (study habits) was found to be significant. Data results may have been affected by group differences, group selection, and lack of normal distribution. The two groups being measured were found to be unevenly matched with JHWGA participants having significantly lower grades than the comparison group. Based on this information and the low variance in data collected, results are believed to have been inconclusive regarding the effectiveness of JHWGA. Recommendations for further research are included. / Ph. D.

The full text will be available at the end of the embargo: 10th April 2027

Text in Afrikaans / Die doel van hierdie studie was om vas te stel of kunsterapie wei suksesvol aangewend kan word met die anorexia nervosa-lyer. Daar is spesifiek gefokus op die verbetering van die selfkonsep van die adolessent met anorexia nervosa. Anorexia nervosa en kunsterapie is bespreek. Daar is aandag gegee aan die spesifieke kenmerke wat kuns geskik maak vir terapeutiese aanwending in die bebandeling van die anorexia nervosa-lyer. Die praktiese toepassing van kunsterapie is uiteengesit met die Jdem op kunsterapeutiese tegnieke wat fokus op die verbetering van die selfkonsep van die adolessent met anorexia nervosa. Twee adolessente wat met anorexia nervosa gediagnoseer is, is as proefpersone vir die studie gebruik. Die Adolessente-Selfkonsepskaal (ASKS) en die Sacks Sinsvoltooiingsmedium is as voor- en natoetse ingeskakel om die stand van die twee proetpersone se selfkonsep te bepaal. Kunsterapie is vir twaalf sessies met die proefpersone gedoen. Uit die navorsingsresultate is tot die gevolgtrekking gekom dat kunsterapie gelei het tot 'n verbetering rakende aspekte van die seltkonsep van die adolessent met anorexia nervosa. Kunsterapie is positief beleef deur die proefpersone. Gevoelens kon op 'n nie-bedreigende manier geeksploreer word en onopgeloste situasies kon met vrymoedigheid aangespreek word. / The aim of this study was to assess and describe the potential value of art therapy as an intervention strategy for the treatment of adolescents suffering from anorexia nervosa. Anorexia nervosa was described and defined. Diagnostic criteria, the manifestation and contributory causes, as well as the treatment and the prognosis for recovery, were discussed. Art therapy, as well as specific therapeutic techniques suitable for the anorexia nervosa sufferer were explained. The specific objective of the study was to determine the influence of certain art therapy techniques on the self-concept of two adolescents suffering from anorexia nervosa. The results indicated that there were significant changes in the self-concept of the two adolescents. Art therapy can be an effective therapeutic intervention strategy for the adolescent suffering from anorexia nervosa and gives the client the opportunity to come to tenns with the self in a non-threatening way. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)