The aim of this thesis is to study physical self-evaluation and generalized self-efficacy within the self-concept of women. This is put in context with their regular physical exercise. a number of other variables are being examined to add the complexity to the topic of self-concept and sports. Among them there are Body Mass Index (BMI), subjective self- confidence, level of professional involvement in particular sport activity and whether the woman has children. The theoretical part of this work looks at the self-concept paradigm focusing on the physical self-concept of women and self-efficacy in sports. Furthermore it examines how the physical exercise is related to the mind. In the empirical part of the thesis physical self-evaluation of women was researched in context with the type of exercise they had been doing. This was examined in quantitative analysis of a group of 100 women who did sports. The research includes also relationship among physical self- evaluation, generalized self-efficacy and other variables. The research method used was the Physical Self-Perception Profile (PSPP) and Generalized Self-Efficacy Scale (GSES). The results of the research are: There is no statistically relevant difference in physical self- evaluation of women based on the type of exercise they do regularly....

The point of this text is to refer to the child with specific learning and behaviour difficulties as a unique personality and as a human beings with its own value. Childrens' self-concept is formed in a family background, at school and by a person of the same age. Childrens' self-concept is mainly endangered at schools, however the school has got a lot of opportunities to prevent that danger of self-concept reducing, to form and to develop it. The theoretical part is concentrated on forming self-concept in a view of child's psychical development and of childrens' specific learning and behaviour difficulties, it is pointed to forming self-concept at school background and in some situation which can endanger childrens' self-concept. We have also outlined a few possibilities how to prevent the threated self-concept, how to form and develop it. In the empiric part we studied whether the self-concept of children with specific learning and behaviour difficulties differs from self-concept of the children who haven't got these difficulties. For that purpose we used a standard questionnaire.

How to choose a secondary school for a child with specific learning disabilities The aim of the diploma thesis was to outline the current situation in the secondary school choice for pupils with specific learning disabilities and to arouse discussion about the topic. The thesis has the form of an overview study followed by a research probe. On the basis of the research probe, stages of secondary school choice are specified and recommendations regarding the choice are presented for the pupils with specific learning disabilities. The theoretical part of the diploma thesis deals with the definition of the following main terms based on the literature studied: specific learning disabilities, self-concept and career counseling. Further, the thesis includes a description of symptoms of the specific learning disabilities that are connected with the preferred strategy for secondary school choice. In the practical part of the thesis, the research probe is provided. The research sample is represented by pupils with specific learning disabilities attending the 9th grade of school in four regions (Prague, Pilsen, Ústí nad Labem and Moravian-Silesian region). The research probe has the form of a non-standard survey study, the results of which have both quantitative and qualitative value. In conclusion, the...

L’objectif de cette thèse est d’examiner comment les caractéristiques propres des enfants en milieu scolaire contribuent au lien entre le miroir social et l’élaboration du conceptde soi. Cette recherche s’inscrit dans une approche psychosociale de la construction du concept de soi et s’appuie sur les ancrages théoriques de James (1890), Baldwin (1897),Wallon (1959) et plus particulièrement sur les travaux de Cooley (1902) concernant le miroir social. Les travaux de Nurra & Pansu (2009) ont permis d’améliorer l’opérationnalisation du miroir social en prenant en compte le rôle médiateur des perceptions que l’enfant prête aux autruis significatifs verticaux (parents et enseignant). Pourtant des travaux montrent que les pairs (autruis horizontaux) participent également au miroir social (Hue, 2006) et l’enfant évalue ses propres compétences en les comparant avec celles de ses pairs (Boissicat, et al., 2012). Ce travail propose de développer le modèle du miroir social en y intégrant les perceptions prêtées par l’enfant à ses enseignants et à ses pairs, la comparaison sociale de soi et le soutien social dans l’élaboration du concept de soi. Le recueil des données a été réalisé dans 6 écoles primaires auprès de 43 enseignants et de 1073 enfants du CE1 au CM2 (51,35% de filles). Globalement, les résultats montrent à la fois des effets médiateurs et des effets modérateurs. Le lien entre les évaluations de l’enfant par l’enseignant et la confiance en soi est partiellement médiatisé par les perceptions prêtées par l’enfant à son enseignant (33% de variance expliquée). Pour les évaluations de l’enfant par les pairs, les résultats se différencient en trois groupes selon les dimensions de nominations les plus saillantes. Pour le groupe évalué par les pairs de façon élevée sur la dimension « compétent ajusté », le lien entre les évaluations de l’enfant par les pairs et la confiance en soi est partiellement médiatisé par les perceptions prêtées par l’enfant à ses pairs (41% de variance expliquée). Pour le groupe évalué par les pairs de façon élevée sur la dimension « difficultés scolaires », le lien entre les évaluations de l’enfant par ses pairs et la confiance en soi est médiatisé par les perceptions prêtées par l’enfant à ses pairs (40,4% de variance expliquée). Les résultats indiquent également le rôle modérateur de la comparaison sociale, du soutien social et de l’importance accordée aux domaines dans les autoévaluations des enfants. Cette thèse souligne ainsi l’intérêt de considérer le lien complexe entre l’enfant et le milieu scolaire. / This dissertation focuses on children’s contribution to the relationship betweenlooking-glass-self and self-concept. This research has been inspired by James (1890),Baldwin (1897) and Wallon (1959) psychosocial work, especially Cooley’s conception of thelooking-glass-self theory (1902). Nurra & Pansu (2009) study has improved the lookingglass-self operationalization by taking into account the mediator role of vertical significantother’ reflected appraisal (parents and teacher). However, study emphasized that peers mayalso contribute to the looking-glass-self (Hue, 2006) and that children’s self-assessment mayemerge from peer’s comparison (Boissicat, et al., 2012). This research intends to develop thelooking-glass-self model by integrating the role of horizontal significant other’ reflectedappraisal at elementary school (peers), social comparison and social support in the emergenceof a sense of self. This study was conducted among 1073 elementary school children (51,35%girls; CE1 to CM2), their teacher’s (N = 43) and has examined self-concept using Harter’spsychometric scales (Harter, 1985; 2012). Results indicated mediating and moderatingeffects. Mediating analysis revealed that the relationship between teacher’s actual appraisaland child’s self-confidence could be partially mediated by teacher’s reflected appraisal. Therelationship between peer’s assessment and child’s self-confidence could be also partiallymediated by peer’s reflected appraisal. Results indicated that social comparison, socialsupport and the importance given to domains of competence could be considered asmoderators of the self-concept. This dissertation shows how significant other’s appraisaloperates in the class, their influence on the self-concept and children’s contribution throughthe filter of significant other's reflected appraisal in school context.

A sexualidade envolve processo complexo com determinantes biológicos, psicológicos e interpessoais. Comprometimento em qualquer uma destas dimensões pode interferir na sexualidade, causando impacto na qualidade de vida. Foram estudadas prospectivamente 48 mulheres portadoras de síndrome dos ovários policísticos matriculadas no Ambulatório de Ginecologia Endócrina e Climatério da Clínica Ginecológica do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo. Os objetivos do estudo foram: avaliar a auto-estima e auto-imagem corporal; o comportamento sexual; a relação entre parâmetros clínicos da síndrome (obesidade, hirsutismo, irregularidade menstrual) com o comportamento sexual; e, a influência da terapêutica hormonal no ciclo da resposta sexual. O instrumento de avaliação utilizado foi o Questionário Sexual HC - extenso questionário que avaliou, no tempo 0, dados demográficos; antecedentes pessoais; antecedentes gineco-obstétricos; hábitos e estilo de vida; imagem corporal; autoestima; antecedentes sexuais e atividade sexual atual com ênfase na satisfação sexual, existência ou não de parceiro, fases do ciclo da resposta sexual (desejo, excitação, orgasmo e resolução), freqüência sexual, prática de masturbação, avaliação da presença de práticas menos habituais, do grau de intimidade e qualidade de comunicação no envolvimento com o parceiro. A influência da terapêutica hormonal no ciclo da resposta sexual foi avaliada em 30 das 48 pacientes, divididas em três grupos: Grupo A (n=10), medicadas com acetato de medroxiprogesterona, na dose de 5mg/dia/10dias do mês; Grupo B (n=10), medicadas com 35ug de etinilestradiol + 2mg de acetato de ciproterona, na dose de 1cp/dia/21dias do mês e Grupo C (n=10), medicadas com 2mg de valerato de estradiol - 11 drágeas, 2mg de valerato de estradiol + 1mg de acetato de ciproterona - 10 drágeas, na dose de 1dg/dia/21dias do mês. Para esta avaliação foram utilizadas as freqüências sexual, de desejo, de excitação e orgástica nos tempo 0, 6 e 12 meses. A metodologia estatística utilizou freqüências absolutas e relativas para análise descritiva das variáveis, Qui-quadrado de homogeneidade, teste exato de Fisher e o teste de McNemar. O nível de significância foi de 5%. Os resultados permitiram concluir que a auto-estima não sofreu interferência das manifestações clínicas da síndrome. A auto-imagem corporal foi prejudicada e exerceu impacto negativo sobre o desejo sexual. A iniciação sexual, as formas de expressão da sexualidade, a intimidade comunicativa com o parceiro e a satisfação sexual não foram influenciadas pela síndrome. Houve maior freqüência masturbatória nas pacientes amenorréicas. A terapêutica hormonal não demonstrou influência no ciclo da resposta sexual. / Sexuality involves a complex process of biologic, psychological and interpersonal elements. Any alteration in such aspects can interfere in sexuality causing impact in the quality of life. Our prospective study was based on 48 women with Polycystic Ovary Syndrome enrolled at The Outpatient Unit of the Endocrine and Climaterium- Gynecological Clinic at the General Hospital of São Paulo University Medical School (HC-FMUSP). The aim of our study was to evaluate self esteem and physical self image, sexual behavior, the inter relation of clinical parameters of the syndrome (obesity, hirsutism, menstrual irregularity) with sexual behavior, and the influence of hormone therapy within the cycle of sexual response. We applied the HC-FMUSP Sexual Questionnaires to evaluate at baseline (time zero) demographic data, personal antecedents, gynecological-obstetric antecedents, habits and life style, body image, self esteem, sexual antecedents and present sexual activity, with emphasis on sexual satisfaction, presence or absence of a sexual partner, phases of the cycle of sexual response (desire, excitement, orgasm and resolution) sexual frequency ,masturbation, assessment of less common practices, degree of intimacy and the quality of communication and involvement with the partner. The influence of hormonal therapy was evaluated in 30 of the 48 patients, divided in 3 groups: Group A (n=10), received medroxyprogesterone acetate at a dose of 5mg/day during 10 days of the month; Group B (n=10), received 35ug of ethinyl estradiol + 2mg of cyproterone acetate at a dose of 1 pill/day during 21 days per month, and Group C(n=10) received 2mg of estradiol valerate - 11 pills, 2mg of estradiol valerate + 1mg of cyproterone acetate 10 pills at a dose of 1pill/day during 21 days of the month. We considered the sexual frequencies of, desire, excitement and orgasm at the periods of 0, 6 and 12 months. The statistic methodology used absolute and relative frequencies for the descriptive analyzes of the variables, - Chi Square of homogeneity, Fishers exact test and the McNemar Test. The significance level was 5%. The obtained results led to the conclusion that the clinical manifestations of the syndrome did not interfere with self esteem. However, the physical self image was harmed thus producing a negative impact on sexual drive. Sexual initiation, forms of sexual expression, verbal communication with the partner and sexual satisfaction were not influenced by the syndrome. The masturbation frequency was higher among response.

Esperança é definida como uma força dinâmica multidimensional da vida caracterizada por uma expectativa confiável, contudo incerta, de conseguir um bom futuro que, à pessoa que espera, é realmente possível e significativo. O presente trabalho teve por objetivos caracterizar a esperança em pacientes com câncer de mama no início e término do tratamento quimioterápico e identificar os fatores associados e preditores para a variação da esperança. Trata-se de um estudo quantitativo, exploratório e prospectivo de corte longitudinal. Foi realizado em um Hospital Público de Grande Porte, Centro de Referência da Saúde da Mulher. Foram incluídos no estudo portadores de câncer de mama com estadiamento clínico I, II e III; com mais de 18 anos de idade; conscientes de seu diagnóstico; no primeiro tratamento quimioterápico e com capacidade de ler e responder aos questionários necessários. A amostra foi composta por 122 mulheres, com média de idade de 50 (±10) anos e que responderam os instrumentos no início e no final do tratamento quimioterápico. Os instrumentos foram: Escala de Esperança de Herth; Questionário de Investigação do conhecimento do diagnóstico; Instrumento de coleta de dados sócio demográficos e clínicos; Karnofsky Performace Status, Escala Numérica de Dor, Inventário sobre Coping-Jalowiec, Escala Hospitalar de Ansiedade e Depressão, Escala de Auto Estima de Rosenberg, Índice de Religiosidade da Universidade de Duke e o Pictograma de Fadiga. As análises foram realizadas por meio de estatística univariada para identificação dos fatores associados à esperança, e multivariada (regressão logística) para a identificação dos fatores preditores. Os resultados mostraram que a amostra estudada apresentou alto nível de esperança e que houve um aumento significante nos escores de esperança ao final do tratamento (p=0,0012). Os fatores associados à esperança foram tempo decorrido entre o aparecimento dos sintomas e inicio do tratamento (p=0,013), Karnofsky Performace Status (p=0,02), depressão (p=0,004), autoestima (p=0,001) e dor (p=0,034). Dentre as variáveis analisadas a dor apresentou-se com o único fator preditor para a esperança. A presença da dor tem a chance de diminuir a esperança em 2,199 vezes mais do que em pacientes que não apresentam dor. Os achados deste estudo permitem concluir que apesar do câncer e do tratamento quimioterápico as pacientes evoluíram no decorrer do tratamento com muita esperança, melhora da autoestima e do performace status e diminuição da depressão. As pacientes sem dor tiveram escores mais altos de esperança. / Hope is defined as a multidimensional dynamic force of life characterized by a reliable expectation, however uncertain, of getting a good future, to the person who waiting, it really is possible and meaningful. This study aimed to characterize the hope in patients with breast cancer at the beginning and end of chemotherapy treatment and identify associated factors and predictors for variation of hope. This is a quantitative study, exploratory and prospective longitudinal cutting. It was performed in a Large Public Hospital, Reference Center for Womens Health. The study included breast cancer patients with clinical stage I, II e III; over 18 years of age; aware of their diagnosis. In the first chemotherapy treatment and able to read and answer the questionnaires needed. The sample consisted of 122 women with a mean age of 50 (±10) years and who answered the instruments at the beginning and end of chemotherapy treatment. The instruments were: Herth Hope Index, Questionnaire for Research on knowledge of diagnosis; collection instrument socio-demographic and clinical data; Karnofsky Performace Status, Numerical Pain Scale, Inventory about Coping-Jalowiec, Hospital Scale of Anxiety and Depression, Scale of Rosenberg\'s Self Esteem, Religiosity Index of Duke University and the Fatigue Pictogram. The analyses were performed by univariate statistics to identify factors associated with hope, and multivariate (logistic regression) to identify analysis predictors. The results has shown that the sample had a high level of hope and that there was a significant increase in the scores of hope at the end of treatment (p=0,0012). The Factors associated with hope has been time elapsed between the onset of symptoms and treatment initiation (p=0,013), Karnofsky Performace Status (p=0,02), depression (p=0,004), self-esteem (p=0,001) and pain (p=0,034). Among the variables analyzed the pain has appeared with the only significant predictor for hope. The presence of pain has a chance to decrease the hope of 2,199 times higher than in patients without pain. The findings of this study allow concluding that despite the cancer and the chemotherapy treatment, the patients progressed during treatment with high hopes, improves self-esteem and performance status and decreased depression. The patients without pain had higher scores on hope.

Die vorliegende Dissertation analysiert das Integrationsverhalten der chinesischen Zuwanderer in Deutschland durch eine Fallstudie in einer neuen Perspektive: Die Chinesen in Deutschland rekonstruieren die chinesische Identität für ihre Kinder durch das Erlernen des Chinesischen, damit sie in Deutschland besser anerkannt wer-den und sich integrieren können. Im kurzen Wort: Die Eltern lassen ihre Kinder lernen, Chinesen zu werden, damit sie in Deutschland besser leben können. Ihre sorgfältig organisierte und rekonstruierte ethnische Identi-tät, als das Produkt der Integrationsstrategie, wirkt als der Hebel zwischen ihren beiden lebendigen Welten, damit sie ihre Chancen vor allem in Deutschland verbessern können. / The present dissertation analyzes the integration behavior of Chinese immigrants in Germany through a case study in a new perspective: The Chinese in Germany reconstruct the Chinese identity for their children and themselves by learning the Chinese so that they can be better recognized and integrated in Germany. In short: Parents let their children learn to become Chinese so they can live better in Germany. Their carefully organized and reconstructed ethnic identity, as the product of the integration strategy, acts as the lever be-tween their two living worlds so that they can improve their chances, especially in Germany.

Ausgehend von der Selbstbestimmungstheorie wird in der Dissertation angenommen, dass bestimmte Merkmale des Unterrichts das Autonomieerleben von Schülern und Schülerinnen positiv oder negativ beeinflussen. Hypothese: Autonomiefördernder Unterricht erhöht das Interesse und die erlebte Kompetenz. Ausgehend von einem dynamischen Verständnis von Unterrichtskontexten, wird der Einfluss von Lernsituation und individuellen motivationalen Ressourcen auf das Motivationserleben der Lernenden in einem intraindividuellen Ansatz untersucht. Unterrichtserleben und Motivation von Schülern und Schülerinnen wurden in einem Prä-Post-Design über den Zeitraum eines Jahres untersucht. Kernstück ist eine 3-wöchige Erhebungsphase, in der Unterrichtserleben und Motivation täglich für drei Fächer erfasst wurden. Manuskript I der Dissertation basiert auf der Interessenstheorie und zeigt den differenziellen Einfluss von stabilem individuellen Interesse und variablen Unterrichtsmerkmalen auf das Erleben von Interesse im Unterricht. Manuskript II zeigt, dass das fachspezifische Selbstkonzept und die wahrgenommenen Unterrichtsmerkmale das Kompetenzerleben der Schüler beeinflussen. Die Autonomieunterstützung im Unterricht hat über das die Autonomie fördernde Klima und Kontrollverhalten der Lehrkraft hinaus einen Effekt auf das Kompetenzerleben der Schüler und Schülerinnen. Manuskript III untersucht individuelle Unterschiede und zeigt, dass manche Schüler stärkere Schwankungen ihres fachspezifischen Selbstkonzepts erleben als andere. Selbstkonzeptinstabilität geht mit Prüfungsangst einher und ist ein Prädiktor für schlechtere Noten. Die vorliegende Dissertation konnte somit in einem intraindividuellen Ansatz zeigen, dass Lernsituation und individuelle Schülerressourcen zur Motivation in konkreten Lernumwelten beitragen. / This dissertation focuses on how student motivation emerges and changes in the day-to-day classroom context. Drawing on self-determination theory, it proposes that specific features of the classroom instruction—and of what teachers say and do—may either support or frustrate students’ need for autonomy. Autonomy-supportive instruction is hypothesized to enhance interest and competence perception in the classroom. At the same time, students’ classroom experience is affected by their individual resources such as interest, integrated values, or positive self-concepts. Given the dynamic nature of the classroom context, the overarching aim of this dissertation is to take a short-term, intraindividual approach to understand how both the learning situation and individual motivational resources shape students’ motivational experience. The dissertation comprises three manuscripts investigating student motivation in a pre–post design over a 1 year period, including a 3-week lesson-specific measurement phase in which students’ classroom experience were assessed daily. Drawing on interest theory, manuscript I shows that stable individual interest and perceived characteristics of classroom instruction make distinct contributions to students’ day-to-day interest experience. Similarly, manuscript II shows that both domain-specific self-concept and perceived characteristics of classroom instruction shape students’ felt competence in lessons. In particular, empirical support was found for the hypothesis that cognitive autonomy support has effects on student motivation over and above the effects of autonomy-supportive climate and controlling behaviors. From an individual differences perspective, manuscript III shows that some students experience higher day-to-day fluctuation in their domain-specific self-concepts than others. Self-concept instability was found to be associated with test anxiety and to predict lower school grades 1 year later. Taking a short-term intraindividual approach, this dissertation thus shows that both the learning situation and individual student resources contribute to motivation in context. An understanding of how motivation evolves over different contexts and time frames of instructional events, in everyday classroom life, and across the school career can usefully inform theories of motivation in context.

Made available in DSpace on 2016-03-22T17:27:17Z (GMT). No. of bitstreams: 1 barbara.pdf: 757528 bytes, checksum: 7aa43b28d19787a91c7a1b154f8aa7d6 (MD5) Previous issue date: 2014-02-18 / The aim of this work was to relate the sex role to the defense styles in women with depression. This crosssectional study involved 62 women who sought care at the Catholic University of Pelotas Psychological Clinical and were diagnosed with Major Depressive Disorder. The instruments were Mini International Neuropsychiatry Interview Plus, Bem Sex Role Inventory and Defense Style Questionnaire 40. The majority of the sample had a higher incidence of undifferentiated role (32.3 %). No significant difference was found between the defensive styles and the sex roles ( p> 0.05 ).There was a significant correlation, however, between the scores of masculinity and mature defense styles (r = 0.30, p 0.019) and between femininity and neurotic defense styles (r = 0.29, p 0.022). The findings suggest that depression may be related to poor self-concept and to femininity, while masculinity seems to be associated with greater mental health / O objetivo deste trabalho foi relacionar o papeis sexual com os estilos defensivos em mulheres com depressão. Este estudo transversal envolveu 62 mulheres que procuraram atendimento na Clínica Psicológica da Universidade Católica de Pelotas e foram diagnosticadas com Transtorno Depressivo Maior. Os instrumentos utilizados foram a Mini Internacional Neuropsychiatry Interview Plus, o Bem Sex Role Inventory e o Defense Style Questionnaire 40. A maioria da amostra apresentou maior incidência do papel indiferenciado (32,3%). Não foi encontrada diferença estatística significativa entre os papéis sexuais e os estilos defensivos (p>0,05). Houve correlação significativa, no entanto, entre os escores de masculinidade e os estilos defensivos maduros (r=0,30; p 0,019) e entre os de feminilidade e os estilos defensivos neuróticos (r=0,29; p 0,022). Os achados sugerem que a depressão pode estar relacionada a um fraco autoconceito e à feminilidade, enquanto a masculinidade parece estar associada a uma melhor saúde mental

by Cheung Yiu Kwong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 59-68). / Abstract --- p.ii / Acknowledgments --- p.iv / Table of contents --- p.v / List of tables --- p.vi / List of appendix --- p.vii / Chapter Chapter 1 - --- Introduction --- p.1 / Chapter Chapter 2 - --- Method --- p.18 / Chapter Chapter 3 - --- Results --- p.24 / Chapter Chapter 4 - --- Discussion --- p.44 / References --- p.59 / Appendix --- p.69