Thesis (M.A.)--The University of North Carolina at Greensboro, 2008. / Directed by Susan P. Keane; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 31-39).

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The purpose of this study was to determine the effects of a 10 week aerobic movement program for overweight children on cardiovascular fitness, body composition, self-esteem, and body-esteem. The subjects for the study consisted of 20 children (17 females and 3 males) ages 8-12. One group (n=12) consisted of overweight children and one group <n=8) consisted of average weight children. Cardiovascular endurance was measured in seconds with a two mile walk/Jog In the school halls. Self-concept was measured with the Piers-Harris Children's Self-Concept Scale. Body-esteem was measured with Mendelson and White's Body-Esteem Scale. A 2x2 univariate statistical analysis of variance (ANOVA) was employed to determine significance of effect. Overweight and average weight children were the independent variables. Self-esteem, body-esteem, and cardiovascular endurance were the dependent variables. Body composition (tricep skinfold measurement) was used to distinguish the two groups and determine weight loss due to the program. The ANOVA indicated no statistically significant Improvements In cardiovascular endurance, self-esteem and body-esteem in overweight children In comparison with average weight children after a 10 week aerobic movement program. / School of Physical Education

This study examined the effects of cooperative learning combined with the philosophy of Challenged education on social skill and self concept development. The participants were sixth grade students from two different classrooms in a rural midwestern school district. One class was the control and the other the experimental group.During a nine week intervention the experimental group was involved with cooperative learning/Challenge Education while the control group maintained their usual schedule that did not include cooperative learning/Challenge Education. Previous to and following the intervention, the students' social skills were rated by themselves, their teachers, and their parents. In addition, the students rated their own academic and nonacademic self concepts. Measurement tools used were standardized assessment instruments.Two separate multivariate analysis of variance were computed: one for social skills and one for self concept. Following the social skills MANOVA simple interaction effects analyses were calculated followed by simple effects analysis. The results of the MANOVA revealed a significant interaction between time of testing and treatment when examining social skills. Significant interactions were found for parent ratings and teacher ratings. The students' ratings did not reveal a significant interaction. The simple effects analyses for teacher reports revealed the teachers' ratings of students' social skills differed on the pretest; however, the posttest did not reveal a significant difference between group's social skills. No effect were found on the self-concept scale. It was concluded that the intervention may not have produced the desired effects because students had attained only the awareness level of development according to the challenge education model. Therefore, further research using awareness as the outcome seems warranted. / Department of Educational Psychology

In this study, results from Epstein's (1983) study were replicated and parental acceptance was found to be significantly correlated with measures of global self-esteem and lovability. This study extends his work to examine the unique effect of parental nonconcordance (i.e., one parent experienced as accepting and the other parent experienced as rejecting). Undergraduate students (N = 259) completed the Mother-Father-Peer Scale and the Multidimensional Self-Esteem Inventory. Results of the hierarchical multiple regression analysis supported the hypotheses that mother acceptance is a better predictor of global self-esteem and lovability than father acceptance in cases of parental nonconcordance. The results are discussed in lights of Bowlby's (1969/1982. 1973, & 1980) attachment theory, the construct of internal working models of attachment and the hierarchical nature of these models. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 103-108). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2007. / Includes bibliographical references.

Thesis (M. Ed.(Opvoedkundige sielkunde))-Universiteit van Pretoria, 2007. / Includes bibliographical references (leaves 139-?) - (Not included in copy) Available on the Internet via the World Wide Web.

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 145-158) and index.

Thesis (Ph.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 96-100).