Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Sport is an avenue for children and adolescents to improve physical skills as well as enhance their psycho-social development. Despite the benefits of sport, numerous children and adolescents choose not to be physically active. Consequently, several investigators have sought to determine why some children choose to participate in sport, while others do not. The perceived importance or value, attached to an activity is one factor that has been considered central to predicting behavioral choices in various settings. Eccles et al. (1983) have proposed a multidimensional, quantitative measure of subjective task value (intrinsic, attainment, and utility). However, qualitative differences in the sources of subjective task value for sport have yet to be investigated. Thus, the primary purpose of this study was to examine self-identified and literature-based sources of intrinsic, attainment, and utility value among male and female adolescents. A sample of 30 male and female eighth grade students, classified into subjective task value groups (high-, medium-, or low value), were selected to participate in the interview portion of this study. In general, the results confirmed the sources of subjective task value identified in the literature by Eccles et al. The results also supported Eccles et al.'s multidimensional approach to value by revealing sources unique to each component (intrinsic, attainment, utility) of value. Sources of value peculiar to the physical domain emerged, as well as gender differences within each level of value. Finally, the process of ranking both self- identified and literature-based sources of value illuminated the most salient sources for each subgroup. In sum, this study both confirmed and expanded upon Eccles's subjective task value work. The results are discussed in terms of conceptual and practical implications as well as recommendations for future research. / Graduation date: 1997

High levels of self-esteem (the individual's assessment of self-worth) have been associated with a variety of positive child outcomes, while low levels of self-esteem have been related to problems in child growth and development. The purpose of this study was to explore the relationship between specific child temperament and parenting behaviors to the child's selfesteem. More specifically it determined the relationship between child quality of mood, child adaptability, maternal responsiveness, maternal reasoning guidance, child gender, and family socioeconomic status with the child's perceived competence and social acceptance. The interactive effects of child quality of mood x maternal responsiveness and child adaptability x maternal reasoning guidance were also explored. The sample for this study consisted of 45 preschool children and their mothers. The children were enrolled in the O.S.U. Child Development Center and the L.B.C.C. Family Resource Center. Mothers completed a questionnaire consisting of an adaptation of the Parent Temperament Questionnaire for Children (Thomas, Chess, & Korn, 1977), an adaptation of the Iowa Parent Behavior Inventory (Crase, Clark, & Pease, 1979), and descriptive information. Children were assessed for self-esteem using Harter and Pike's Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (1984). The analyses consisted of the following: descriptive statistics of all variables, a correlation matrix using all variables, univariate and hierarchical regressions between the independent variables and perceived competence and social acceptance, and regression analyses to test for interactive effects of the selected independent variables against perceived competence and social acceptance. Results revealed these significant findings: maternal responsiveness positively correlated with social acceptance; child adaptability negatively correlated with social acceptance; positive interaction effects were demonstrated between child quality of mood x maternal responsiveness and child adaptability against social acceptance; negative interaction effects were revealed between child adaptability x maternal reasoning guidance against social acceptance; also, child adaptability x maternal reasoning guidance with maternal responsiveness significantly predicted greater social acceptance. No significant relationships were found with perceived competence. This study supported the expectation that specific child temperament characteristics interacted with particular parenting behaviors to affect the development of positive child self-esteem. / Graduation date: 1991

The purpose of this study was to determine whether a systematic program for the development of self concept in young children would produce measurable changes toward positive self concept. The intent was to identify and to assess the alteration of children's perceptions of themselves during a controlled attempt to provide opportunities within an open classroom environment to enhance self concept of young children.

The purpose of this study was to investigate under experimental conditions whether the self-concepts of adolescents could be improved through the use of assertiveness training in the classroom. Additionally, shifting of locus of control from external to internal was measured. Pioneering aspects of the present study included the use of assertiveness training as an independent variable and the presentation of a brief treatment paradigm within a normal educational setting.The twenty-eight subjects were all sophomore and junior students at the General H. H. Arnold High School. The study was conducted during the spring of 1978.An intact group, pre-test post-test design was used. The students in one classroom were used as an experimental group and the students in the other classroom were used as a control group. The two groups were demographically equivalent. Subjects in the experimental condition participated in six assertiveness training sessions over a three-week period. The assertiveness training included exercises intended to produce increased levels of insight, training in both verbal and nonverbal behavioral components of assertion, United States Military Community, Wiesbaden, West Germany and role playing in which both oppositional and commendatory assertive behaviors were practiced. Additionally, experimental subjects received training in coping with possible adverse consequences of their assertive behavior. Experimental subjects also received education in the occasional appropriateness of not asserting one's self, as well as instruction in correcting one's own errors. The appropriate receiving of assertive responses from others was also discussed and demonstrated. Subjects in the control condition viewed neutral films during the same time period as the experimental group. Both groups of subjects were debriefed by the experimenter at the end of treatment.The measures used for each subject were the Total Positive score of the Tennessee Self Concept Scale and the Rotter Internal-External Scale, which was scored in the direction of externality. Both instruments were administered as pre-test and post-test measures.The effects of the treatment were analyzed through the use of multivariate and unvaried analyses of covariance with pre-test scores serving as covariates. The two hypotheses of differences between mean treatment group scores on the Total Positive score of the Tennessee Self Concept Scale and the Rotter Internal-External Scale were first tested simultaneously using a multivariate analysis of covariance. The null hypothesis stated that there would be no difference between the treatment and control group vectors of means based on the Total Positive score of the Tennessee Self Concept Scale and the Rotter InternalExternal Scale. The multivariate F value was computed as .1770 (p <.8390). Therefore, the null hypothesis was not rejected. Subsequent computation of univariate F values also yielded statistically nonsignificant results.Under the constraints of the present study, the following conclusions were made: (1) Assertiveness training did not produce more positive self concept than did the neutral films in the control condition. (2) Assertiveness training did not produce less externality of locus of control than did the neutral films in the control condition.Implications of these findings suggest short-term assertiveness training is ineffective for modifying self-concept and locus of control, at least within the adolescent population sampled. Future research of a similar nature should therefore focus on: (1) isolating the minimal effective treatment time, (2) additional control variables such as the measurement of effectiveness of the assertiveness training methodologies with adolescent populations, (3) comparisons between the experience levels of the subjects used, and (4) the use of assertiveness training as a technique integrated into a psychotherapeutic modality rather than as a separate and distinct methodology.

Dissertation (Ph. D.)--University of Akron, Dept. of Psychology-Industrial/Organizational, 2009. / "May, 2009." Title from electronic dissertation title page (viewed 11/27/2009) Advisor, Andrea Snell; Committee members, Robert Lord, Aaron Schmidt, James Diefendorff, Matthew Lee; Department Chair, Paul Levy; Dean of the College, Chand Midha; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (B.A.) --Butler University, 2009. / Includes bibliographical references (leaves 20-22).

Thesis supervisor: Sam V. Cochran, III. Thesis supervisor: Megan Foley Nicpon. Includes bibliographic references (p. 98-103).

Thesis (M.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iii, 33 p. Includes abstract. Includes bibliographical references (p. 22-27).

Thesis (M.F.A.)--Kent State University, 2008. / Title from PDF t.p. (viewed Jan. 21, 2010). Advisor: Isabel Farnsworth. Keywords: Cognitive mapping; self and place; sculpture and geography; sculpture; geography. Includes bibliographical references (p. 20-21).