本研究主要的研究目的在探討青少年自我概念是否能在父母控制（父母心理控制、及父母行為控制）與青少年情緒困擾（焦慮、憂鬱、及憤怒）及偏差行為之間扮演中介的角色。以國中生與高中生共967人為研究對象，以父母心理控制量表、父母監控量表、自我概念量表、貝氏焦慮量表、青少年憂鬱量表、特質生氣量表、偏差行為量表等做為研究工具，再以描述統計、T檢定、皮爾遜積差相關、結構方程模式等統計方法進行分析，結果發現： (一)、 青少年知覺中等程度之父母心理控制與父母行為控制、中上程度之自我概念、低程度之情緒困擾與偏差行為。 (二)、 男、女生所知覺之父母心理控制、焦慮、及偏差行為，存在顯著差異。 (三)、 國、高中生所知覺之父母行為控制、自我概念、焦慮、憂鬱、憤怒、及偏差行為，存在顯著差異。 (四)、 青少年知覺之父母心理控制與其自我概念之間存在顯著負相關、父母行為控制與其自我概念之間存在顯著正相關；父母心理控制與父母行為控制之間存在顯著正相關。 (五)、 青少年自我概念與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著負相關。 (六)、 青少年知覺之父母心理控制與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著正相關。 (七)、 青少年知覺之父母行為控制與其焦慮、憂鬱、及憤怒之間，皆不存在顯著相關；青少年知覺之父母行為控制與其偏差行為之間，存在顯著負相關。 (八)、 「父母控制、青少年自我概念、與其情緒困擾及偏差行為間關係」理論模式，與由研究對象為觀察樣本所估計之模式達到適配。亦即將青少年自我概念納入模式後，青少年知覺之父母心理控制對其情緒困擾（焦慮、憂鬱、及憤怒）不再存在直接影響，僅透過青少年自我概念間接負向影響其情緒困擾與偏差行為；父母行為控制除了直接負向影響偏差行為之外，還透過青少年自我概念間接負向影響其情緒困擾與偏差行為。 本研究根據上述研究結果逕行討論，並提出建議，供後續相關研究與實務工作之參考。 / The main purpose of this study is to investigate whether adolescent’s self concept is able to mediate between parental control and adolescent’s emotional disturbance as well as disruptive behavior. Parental control includes psychological control and behavioral control. Emotional disturbance is composed of anxiety, depression and anger. A total of 967 secondary school students from grade 7 to grade 12 responded to the Parental Psychological Control Scale, Parental Monitoring Scale, Self Concept Scale, Anxiety Scale, Adolescent’s Depressive Scale, Anger Temperament Scale and Disruptive Behavior Scale to measure the parental psychological control, parental behavioral control, adolescent’s self concept, anxiety, depression, anger and disruptive behavior respectively. The data were conducted by descriptive statistics, T test, Pearson correlation, structural equation modeling. The major findings are as follows: 1. Adolescents perceived middle level of parental psychological control and behavioral control, upper middle level of self concept, and low level of emotional disturbance as well as disruptive behavior. 2. The parental psychological control, anxiety and disruptive behavior perceived by the male adolescents are significantly different from those perceived by the female adolescents. 3. The parental behavioral control, self concept, anxiety, depression, anger and disruptive behavior perceived by the junior high school students are significantly different from those perceived by the senior high school students. 4. Parental psychological control and behavioral control have the significantly negative and positive correlation with self concept respectively. Parental psychological control is positively correlated with behavioral control significantly. 5. Self concept is negatively correlated with emotional disturbance and disruptive behavior. 6. Parental psychological control is positively correlated with emotional disturbance and disruptive behavior. 7. Parental behavioral control is negatively correlated with disruptive behavior, however, have no significant correlation with emotional disturbance. 8. The SEM results showed that the proposed “model of relations among parental control and adolescents' self concept, emotional disturbance and disruptive behavior” fit the collected data well. That means when considering self concept in model, parental psychological control no longer affects emotional disturbance directly, but, negatively influences emotional disturbance and disruptive behavior via self concept indirectly. Parental behavior control owns the similar indirect influence like psychological control, besides, affects disruptive behavior directly. In accordance with the findings, researcher raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.

The purpose of this study is to investigate the relationship between some of selected affective characteristics of high school students related to physics lesson and their physics achievement in electricity concept. These affective characteristics of the students includes their interest in physics, importance of physics, enjoyment of extra-curricular activities related to physics, physics course anxiety, physics test anxiety, achievement motivation in physics, student motivation in physics, self-efficacy in physics and self-concept in physics. Two causal models explaining the direction of the relationship between these affective characteristics and physics achievement was hypothesized and tested. A questionnaire consisted of 10 sub-dimensions was used in order to determine the affective characteristics of high school students. The achievement scores were obtained by using Ninth Grade Electricity Test developed by the researcher. The Ninth Grade Electricity Test includes 29 items about the electricity concept. The Ninth Grade Electricity Test and the Affective Characteristics Scale were administered to 1457 students in 22 foreign language high schools in Ankara when they start to tenth grade in 2004-2005 academic year. The researcher was the data collector and was present in the class during administration of scale and test. The preliminary analyses were conducted by using Excel and SPSS 10.0 and the confirmatory analysis and testing of the hypothesized structural models were conducted by LISREL 8.30 for Windows. The findings indicated that achievement in physics has a significant effect on high school students&rsquo / affective characteristics. Since, affective characteristics of students are effective on achievement in later years, they should be firmly formed at high school years. Besides, affective characteristics should be improved whether they have an effect on achievement or not, because they have an effect on persistence in from of selection of courses which also may give the chance of being successful in a subject to a student.

Thesis (Ph. D.)--Uniformed Services University of the Health Sciences, 2005. / Typescript (photocopy).

This thesis deals with the involvement of people with intellectual disabilities in a work activity, whether in employment or occupational therapy and the impact of this activity on their own self mentally handicapped person. The work is focused on the description of the circumstances that accompany the current issues of persons with intellectual disabilities and their integration into society as part of their participation in the labour market. Further, there is also prepared a theme of self-concept and its description in terms of humanistic psychology. The very aim of the research work is to determine what area of life of persons with intellectual disabilities is changed the most after their entry into employment or after the beginning of the execution of vocational rehabilitation. How these changes influence the self-identity of these persons. The research part will bring the survey of the most important areas of self-concept changes that individuals acquired after the entry into employment or occupational therapy.

The theoretical part of the thesis should bring us into the issue followed by subsequent analysis and comparison of body modifications such as piercings, microdermal implants, tattoos and corsets in the socio-cultural discourse. The following section should be focused on the differences between ethnic cultures with respect to the issue outlined. The output of the practical part is based on theoretical knowledge, basic manual should be the final product, which would introduce the issue of deliberate physical transformation of the main points to the general public.

This dissertation presents the findings of a qualitative study on understanding the motivating factors underlying repeat attendance in market research studies and the ways in which repeat attendance participants are recruited to take part in such studies. The study was approached from an interpretivist paradigm, employing the self-determination theory and the theory of self-concept maintenance. Purposive sampling was applied. The data was collected by conducting eight semi-structured interviews with participants who had taken part in numerous market research studies. Through thematic analysis, sub themes were identified from the data, combined into second-level themes and grouped into the following three overarching themes: (1) participation motivation; (2) honesty/dishonesty; and (3) recruitment procedures. It was found that participants were not only motivated by extrinsic motivators such as incentives, but that intrinsic motivators were also present. Furthermore, a level of dishonesty was also evident, not only among the participants, but among the recruiters as well. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

The doctoral dissertation deals with the description and analysis of healthy self-esteem in terms of its formation; influences that enter into the process of formation and possibilities of the healthy self-esteem development in the school environment with regard to social, cultural and religious context in which the student lives. The theoretical part of the thesis on the basis of literature compiled the most fundamental assumptions and circumstances that largely affect pupil's confidence and contribute to its development in a positive sense. Attention is paid to themes theoretical definition of the concept of self and internal influences that act on the formation of self-esteem. Family, school and peer group are presented as a major social and cultural external influences, together with a religious context influencing the formation of self-esteem. The performance is a phenomenological theory of Chris Mruk shows the issue of confidence in more complex form. The theoretical part is concluded by outlining the possibilities for the development of healthy self-esteem in school through the pupil )including peer mediation) and analysis of some international research which raises questions for a Czech context. The aim of the research is to determine whether and to what extent has felt self-esteem,...

In a study of psychological well-being, the researcher attempted to address the challenge of preventing mental illness and promoting mental health using an educational psychological perspective based on Unisa's Relations Theory. According to Relations Theory, humans are understood by the relationships they form. The intra-psychic interaction of the components of the intra-psychic structure (I/ego, self, identity and self-concept) is responsible for people's behaviour, with the essences (attachment of meaning, involvement, experience and self-actualising) and the prerequisites (the forming of relations , the life-world and climate) forming the basis of the structure. The researcher developed and administered a questionnaire on psychological well-being and conducted interviews, and on the basis of the findings reports that psychological well-being from an educational psychological perspective consists of a healthy and positive ego and self, clearly defined identities, positive thoughts and feelings, involvement in the life world, a positive and realistic self-concept and constructive self-talk, and self-realisation. / Educational Studies / M. Ed. (Guidance and Counselling)

Those learners who generally struggle to relate to their teachers and peers, also appear to struggle with their parents. This research study is thus an investigation into the influence of the parent-child relationship on the self-concept of the Southern Sotho child. A literature study was done and the major dimensions of the self-concept were identified, namely, the physical self, the academic self, the social self, the value self, the family self and the psychic self. A questionnaire was developed to measure the self-concept of the child. Another questionnaire was used to measure the parent-child relationship. The results of the empirical investigation indicated that the parent-child relationship does have an influence on the self-concept of the Southern Sotho child, although certain contradictions to other research findings emerged. Problematic aspects of the research were discussed and recommendations for further research were made. / Educational Studies / M.Ed. (Guidance and Counseling)

The aim of this research was to determine how Gestalt Therapy could be utilised to re-write life script. Transactional Analysis terminology was translated into Gestalt Therapy, especially the terms life script, life position and re-writing in the literature study. Gestalt Therapy concepts of importance for the research were also discussed in the literature study. An empirical study was conducted, involving one respondent, for whom Gestalt Therapy sessions were provided with the aim of determining how life script could be re-written through such intervention. Gestalt Therapy concepts and life script concepts were identified during the therapy process. A re-written life script was formulated by the researcher corresponding with the level of functioning of the respondent during therapy and in relation to the respondent's life position. The researcher deducts from the entire study, but especially from the empirical study that life script can be re-written by means of utilising Gestalt Therapy. / Social Work / M. Diac. (Play Therapy)