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Racial orientation, perceptions of social stratification and self- esteem in South African children.Meintjes, Berenice. January 1997 (has links)
The recent and past history of South Africa make this an ideal setting for the study of
attitudes of children towards themselves, their own race group and other groups. This
research examines self-esteem, perceived social stratification, racial identification and
preference attributions.
The study followed a cross-sectional design with a sample of 228 grade 1 and grade 4
school pupils. These children were selected from three different types of schools in the
KwaZulu-Natal Midlands region ensuring representation from three of the traditionally
classified race groups - Black, Indian and White. Three assessment instruments were
administered: the Culture-Free Self-esteem Inventory of Battle (1992); the Social Status
Technique which assessed Perceived social stratification, .racial identification and
preference attributions; and an adaptation of the Social Distance Scale of Bogardus (1925)
which was administered to a proportion of the sample and correlated with the Social Status
Technique preference scores as a measure of validity for this scale.
Analysis of the results included provision of reliability and validity data of the Social Status
Technique. Results both confirm and contradict some of the various findings of recent local
and international research. With respect to self-esteem, it was found that the younger black
children showed significantly lower scores than the Indian and white children of the sample.
The younger black children also showed less distinct scores on racial identification, as well
as evidence of out-group preference attributions. Older black children showed clearer ingroup
identification and preference. The younger Indian children identified mostly with their
own group, but not significantly more than with the 'Nhite group. They identified significantly
less with the black group. Older Indian children showed clearer own-group identification.
Preference attributions were made for the Indian and white groups by the Indian subjects.
White children of both age groups showed more distinct scores on in-group identification,
and a greater degree of in-group preference attributions than the other two groups. All
subjects showed recognition of social stratification, rating the white group as more
advantaged than the Indian, and particularly the black group, which was rated lowest.
Theoretical implications are discussed, and recommendations for future research in this
area are made. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1997.
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L'influence d'une pratique de la pédagogie ouverte et interactive sur le développement du concept de soi et de l'habileté de prise en charge chez des élèves de première année du primaire en milieu autochtone /Cleary-Bacon, Sandra, January 1995 (has links)
Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1995. / Document électronique également accessible en format PDF. CaQCU
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Enhancing self-esteem as a teacher of English using action researchDidloft, Virginia Charmaine January 2010 (has links)
This thesis offers a critical reflection of a study I initiated to enhance self-esteem for self-actualization. The research process involved enhancing my own self-esteem before facilitating the enhancement of the self-esteem of my participants. This endeavour included the simultaneous exposure given to researcher and researched, with the aim of helping to attain the respective transformative potentials of the latter. An action research methodology was used, intending to improve my own practice and to involve and learn from the participants in order for all relevant stakeholders to capitalize from the learning experience. Whilst undertaking this study, I learned to reflect on my values, attitudes and relationships with my learners. I also became aware of how individuals‟ perceptions of themselves can influence other aspects of their development. This awareness enabled me to become more sensitive to the emotional needs of the learners in my care and also led to a greater understanding of their individuality. I came to comprehend the impact of a positive self-esteem on the learning process that aided me in developing an understanding of the positive impact an enhanced self-esteem has on how my learners view themselves. In the course of the research, I developed an awareness of the need to create a caring practice centred on values of gentleness, respect, kindness, awareness and recognition of individual strengths. These afore-mentioned values are premised on the recognition and acknowledgement of basic human rights, inclusivity, equality and social justice; principles reflecting my own living standards. This heightened vii awareness influenced the ways I organized the learning and teaching process in my classroom. Enhancing my own self-esteem and those of my learners basically involved interchangeable interventions such as encouraging involvement, allocating responsibilities, creating opportunities for assertiveness and being generous with affirmation, praise and motivation. These endeavours occurred within a social constructivist approach, enabling participants to construct their own epistemologies within their respective ontologies. My findings offer new conceptualizations about how an enhanced self-esteem can help individuals realize their fullest potential.
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Zookie: A program on self protection for pre-school age childrenYoung, Sharon Y. 01 January 1986 (has links)
No description available.
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The impact of attention-deficit / hyperactive disorder on interpersonal relationships and self-esteemOshodin, Uwafiokun Aituayuwa January 2016 (has links)
Thesis (M.A. (Psychology)) -- University of Limpopo, 2016. / Background: ADHD is a neurodevelopmental disorder affecting 3 – 7% of school age
children. The core symptoms of ADHD, hyperactivity, impulsiveness and inattentiveness
often cause problems in many aspects of life, including interpersonal relationships. The
problems associated with the disorder may also lead to poor self-esteem.
Objective: To assess the impact of attention-deficit/hyperactivity disorder (ADHD)
symptoms on interpersonal skills and self-esteem in a non-referred sample of primary
school children meeting criteria for a diagnosis of ADHD.
Method: Eighty-two children with ADHD (6 – 13 years) were selected using a convenient
sample screened from primary schools in the Limpopo Province and were compared to 82
children without significant ADHD symptoms, who match the ADHD children on age and
gender. The children were screened and diagnosed using the Disruptive Behaviour Disorders
rating scale (DBD). They were assessed on two instruments: The PHSF (Personal, Home, Self
and Formal) relations questionnaire was used for the measurement of interpersonal
relationship while self-esteem was measured using the self-concept inventory of the Beck
Self-Concept Inventory for youths [BSCI-Y]. The scores obtained on the two scales were
compared for significant differences between the ADHD group and the non-ADHD
comparisons as a possible function of gender.
Results: Children with ADHD scored significantly higher (p < 0.001) on the scale that
measured problems with interpersonal relationships (PHSF) than the non-ADHD
comparison group. There was no effect of gender. The measurement instrument for self
esteem (BSCI-Y) indicated that the children with ADHD had higher self-esteem than their
non-ADHD comparisons (p < 0.001). Gender did not affect the difference between the
groups. Conclusion: The findings indicated that children, who are inattentive, impulsive and over
active, which are symptoms of ADHD, will have poorer interpersonal relationships than
children without the disorder. Findings from the result of the measurement of self-esteem
indicated that children with ADHD could have higher self-esteem than children without
ADHD. The latter is in contrast with findings of most studies and may be ascribed to an
unrealistic self-concept because of the young age of the participants or possible cultural
factors.
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Die invloed van jaloesie tussen kinders in 'n gesin op die kind se selfkonsepRossouw, Carla 30 November 2003 (has links)
Educational Studies / M. Ed.
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'n Ondersoek na die hantering van seksueel-gemolesteerde kindersVan Straaten, Helen Wilna 06 1900 (has links)
Text in Afrikaans / Hierdie studie ondersoek die bantering van seksueel-gemolesteerde kinders. Die
kliniese beeld sowel as die fisiese- en gedragsimptome is kriteria by die uitkenning
van seksuele molestering. Die bantering van die seksueel-gemolesteerde kind is
medebepalend vir die onmiddellike en langtennyn gevolge van seksuele
molestering.
Seksuele molestering word vanuit 'n sielkundig-opvoedkundige perspektief
bespreek. Die studie neem die seksueel-gemolesteerde kind se betekenisgewing,
belewing, betrokkenheid, selfaktualisering en selfkonsep in beskouing.
Terapeutiese tegnieke, soos toegepas in gevalle van seksuele molestering, word
vir gebruik deur professionele persone en instansies, bespreek.
Die empiriese ondersoek fokus op die houdinge, hanteringswyses en toepassing
van terapeutiese tegnieke deur professionele persone en instansies in die Witbank
omgewing. Volgens die navorsingsresultate is daar geen uniforme hanteringswyse
of riglyne vir terapie ten opsigte van seksueel-gemolesteerde kinders nie.
Die navorsing toon verder swak interinstansie-samewerking wat die voordele van
uniforme hanteringswyses en riglyne vir terapie emstig aan bande le / This study investigates the treatment of sexually-abused children. The clinical
framework and the physical and behavioural symptoms being some of the criteria
utilised to identify such children. The methods used to treat cases co-determine
the immediate and long-term effects of sexual abuse.
Sexual abuse is discussed from an educational-psychological perspective. The
study reflects on the child's meanin& experiencing, involvement, selfactualisation,
self-concept and their effects on her life.
Professional approaches, therapeutic techniques and treatments are described for
use by professionals and agencies, based on an empirical investigation conducted
in Witbank.
The results of the research indicate a non-uniform approach in guidelines used for
therapeutic techniques and the treatment of sexually-abused children. The
research shows further that interaction between professional bodies and
-individuals in treatment of these cases is poor and the benefits that should result
from uniform treatment are therefore severely limited / Psychology of Education / M. Ed. (Spesialisering in Voorligting)
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The influence of competition and cooperation on children's movement competence and self-esteemWakelin, Justin 12 1900 (has links)
Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2007. / The purpose of this study was to determine the effects of two different approaches to presenting content during a sport module in physical education on the movement competence and self-esteem of children ages 11 - 12. One approach consisted of competitive activities and the other approach consisted of cooperative activities and cooperative learning. The following measurement criteria were selected to assess movement competence: response time, coincident timing, eye-hand coordination (throwing and catching) and eye-hand coordination (striking). Harter’s (1982) Perceived Competence Scale for Children was used to measure children’s perceptions their competence in terms of cognitive, social and physical competence and general self-esteem.
Pre-tests were administered to a competitive activities group (n=14), a cooperative activities group (n=14) and a control group (n=25). Following a10-week intervention programme, the competitive group achieved significant improvements in response time and eye-hand coordination (striking). The cooperative group improved significantly in their response time. There were no significant improvements in the control group. None of the groups demonstrated significant changes in perceptions of cognitive, social or physical competence or on general self-esteem.
This study concluded that participation in cooperative activities as well as competitive activities can help children develop their movement competence. Approaches to the development of positive self-perceptions and self-esteem still require further research. Neither the nature of competitive activities nor cooperative activities seemed sufficient to produce changes.
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An evaluation of an adventure based counseling (ABC) group in a Hong Kong primary schoolYee, Yan-yan., 余茵茵. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
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The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk StudentsRobinson, Gary E. (Gary Edwin) 12 1900 (has links)
The purpose of this study was to determine whether using integrated, networked testing and skills software combined with parental participation would increase students' achievement in reading, improve students' self-esteem and improve attitude toward school. Further, the purpose was to determine if parental participation promotes improved attitude toward school.
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