Previous research has shown relationships between ethnic identity and other aspects of the self-concept such as efficacy and self-esteem, particularly among minority groups. This study examined the relationships between ethnic identity, collective self-esteem and academic self-efficacy. These relationships were examined among an overall sample of 144 respondents, and among two distinct samples consisting of Black and White respondents, respectively. Results showed positive correlations between ethnic identity and academic self-efficacy, collective self-esteem and academic self-efficacy, and between ethnic identity and collective self-esteem for the overall sample. Similar results were found for the sample consisting of Black respondents only. For the White sample, a positive correlation was found between collective self-esteem and ethnic identity only. The study further examined the relationships between academic self-efficacy and the ethnic identity and collective self-esteem subscales. For the overall sample, positive correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Correlations for this sample were also found between academic self-efficacy and the membership self-esteem and private collective self-esteem subscales. For the Black sample, correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Furthermore, there were correlations between academic self-efficacy and the membership self-esteem subscale, as well as the private collective self-esteem subscale for Black respondents. For the White sample, no relationships were found between academic self-efficacy and any of the collective self-esteem and ethnic identity subscales. Furthermore, limitations of the current study were identified and, subsequently, recommendations for future research were made. It was recommended that future research include other aspects of the self-concept such as personal self-esteem and actual academic achievement, so as to determine the relationships between these and the variables examined in the current study. / Dissertation (Master of Arts)--University of Pretoria, 2010. / Psychology / unrestricted

The thesis focuses on female university students and their body image in relation with their parents' body image. The satisfaction of the students with their own bodies depends on many elements such as the influence of the media and the judgements of their peers, family and authorities. A substantial part of our thesis is an unprecedented analysis of the possibility of a trans-generation transfer of the extent of satisfaction with one's own body from parents to their daughters. We have used the quantitative research strategy to assess the results gathered from questionnaires focusing on the students' as well as the parents of both male and female children's perception of their own bodily features. Physical parameters such as height and weight were also checked. The study also focused on whether the trans- generation transfer is affected by the way the parents treat their children during childhood and adolescence. Our results have shown that there is a positive relation between the student's and the mother's body image. This positive relation can be perceived as a consequence of the trans-generation transfer which is probably a mechanism of observational learning. The results further show that the student's body image and their mothers' loving care during childhood and adolescence are also in a...

Objective: To evaluate student perception of early simulation in dentistry. Material and Methods: The design of the study was quantitative, observational and cross-sectional. A total of 121 students, from third year to senior year were evaluated. The perception and its dimensions: satisfaction, self-confidence and good educational practices were evaluated by a survey with a high level of reliability (0.89), modified and adapted for the present investigation, checking coefficients for its use: Aiken's V, Cronbach's Alpha, Test-Retest (Spearman), classified in ability, scenario and general simulation practices, based on the Likert scale (from 1 to 5). For the univariate analysis, the descriptive statistics from qualitative and quantitative variables were obtained and for the bivariate analysis, Spearman's rank correlation coefficient and Kruskal Wallis and Mann-Whitney U-tests were employed. Results: The students rated the simulation perception positively with an average of 4.42±0.49, 4.14±0.63 y 4.73±0.66 regarding the ability, scenario and general simulation practices, respectively. No statistically significant differences were found between the perception of early preclinical practices with the variables age, gender, year of study and previous experience. Conclusion: The perception of students regarding early preclinical practices got a high score and it is not related with the variables studied, according to the survey modified and adapted. / Revisión por pares

Sufficient research exists indicating that the brain mechanisms involved with use of whole brain teaching (WBT) techniques will likely lead to improved academic achievement and that academic self-concept (ASC) is both a cause and consequence of academic achievement. However, it is not known if there is a relationship between WBT and ASC. Given the benefits derived from positive ASC, it becomes important to assess WBT as a predictor variable of positive ASC. The purpose of this quantitative study was to examine the relationship between different levels of exposure to WBT techniques and the mean difference in ASC, as measured by the general-school, mathematics, and reading subscores on the Self Description Questionnaire I, between treatment conditions. Self-concept theory as posited by Shavelson et al. and the Marsh/Shavelson revision, the skill development approach to self-concept enhancement, and the reciprocal effect model provide the theoretical foundations of this dissertation. A one-way multivariate analysis of variance (MANOVA) was used to determine if the mean ASC scores differed among 191 second and third grade students exposed to three levels of the WBT factor. Results of the three-group MANOVA failed to support use of WBT techniques to improve ASC. Reconfiguration of the quasi-independent variable into two groups revealed that general-school ASC scores were significantly lower in the group exposed to limited to no WBT techniques. Assessing students at risk for educational problems may reveal more convincing evidence for WBT as an effective ASC intervention. The implications for social change include encouraging WBT practitioners to make more empirically sound claims and decisions regarding their practice, thereby allowing students an educational experience grounded in scientific findings, rather than subjective assumptions.

The study investigated the effect of a videodisc-based, teacher-controlled, direct instruction-based program in fractions content, on self-concept. Self-concept was operationally defined as scores on a slightly modified version of Marsh's Self-Description Questionnaire (Marsh, 1988). A quasi-experimental, nonequivalent control group design was used to compare the self-report self-concept of two groups of upper elementary students (N = 337). The treatment group (n = 171) received instruction in fractions via the teacher-directed, videodisc-based, Mastering Fractions program (Systems Impact, 1986a). The control group (n = 166) received their normal grade four or grade five mathematics program, but did not include common fractions. Differences in achievement scores provided support for previous findings regarding the Mastering Fractions program. The treatment group covariance-adjusted mean on a criterion-referenced test was higher than that of the control (5.9 standard deviations). Differences in achievement test scores among the treatment classes varied directly with the levels of program implementation across classes. The data were examined using both the student and the class as the unit of analysis. Using the student as the unit of analysis, the treatment group mathematics self-concept covariance-adjusted mean was 0.22 standard deviations above that of the control group. An analysis of raw gain scores yielded a standardized mean difference effect size between the treatment and control group scores of +.12. A statistically significant but small main effect was also noted across student pretest achievement levels. The posttest difference between low-achiever means treatment versus control students is slightly larger than the difference between high-achiever means. No statistically significant interaction was noted between student achievement level at pretest and treatment condition. The class was also used as the unit of analysis. In this case the mean difference effect sizes between experimental groups were +0.86 (ANCOVA) and +0.34 (raw gain scores). Differences were small to moderate, but consistent with the study hypotheses. Recommendations are presented regarding future research and the use of direct instruction in school settings. (197 pages)

The present study was designed to test the hypothesis that a significant relationship exists between self-concept discrepancies and expressed need for achievement. A self-concept discrepancy score was obtained and a low and high discrepancy group was isolated. Expressed need for achievement was measured by the use of the Thematic Apperception Test and scored according to the Atkinson method. Mean comparisons of need achievement scores of subjects whose discrepancies between actual and ideal self-concept were in the upper or lower one~third of the distribution were found not to be significant at the 5 percent level of confidence.

The United States is in the midst of an opioid crisis, with more than 130 people dying each day from an opioid overdose (Centers for Disease Control and Prevention [CDC], 2018a). Given the recent spike in overdose deaths associated with highly potent synthetic opioids (i.e., fentanyl), there are few signs of the crisis abating (CDC, 2018a). Compared to other age groups, the prevalence of both heroin and prescription opioid use is particularly elevated among young adults (Sharma, Bruner, Barnett, & Fishman, 2016). While there is a large body of evidence demonstrating the effectiveness of substance use treatment in general, only 40-60% of individuals remain abstinent in the year following treatment (McLellan, Lewis, O’Brien, & Klebler, 2000). Less attention has been given to the process of treatment, making it challenging to determine what works and what needs improvement. This information is necessary in developing a comprehensive understanding of the treatment process, which in turn, will inform treatment decisions and improve client outcomes. The current study adds to existing literature by assessing during-treatment change on four proximal outcomes measuring substance-related cognitions (i.e., abstinence self-efficacy and commitment to sobriety) and self-concept (i.e., internalized shame and self-compassion). It was hypothesized that participants would demonstrate significant changes in the favorable direction on all four proximal outcomes. A sample comprised of primarily young adults with opioid use disorders attending short-term residential substance use treatment were enrolled in a naturalistic longitudinal study and assessed at intake, mid-treatment, and discharge. Individual growth curve models were used to examine change over time at both the aggregate and individual levels on the four proximal outcomes. Several potential moderating influences (e.g., demographic information, substance use history, mental health symptoms) were explored to better understand initial status and responses to treatment. Results revealed significant changes in the expected direction on all four proximal outcomes. In addition, several variables emerged as significant predictors of initial status and rates of change. These results provide further evidence that residential substance use treatment is not only a viable option in reducing substance use, but also impacts other important outcomes relevant to clients’ functioning and overall well-being.

The diploma thesis "Social Environment and Physical Modifications of Adolescents - a Contribution to Social Pedagogy" deals with the issue of physical modifications as a widespread phenomenon today. It focuses mainly on the two most common forms in today's society: tattoos and piercings. It analyzes the possible causes and motivations (in relation to the social environment) to undergoing visual changes to their own body. The pedagogical aspect of the work is the focused on the family environment, life patterns of respondents and peer groups. Part of the theses is devoted to the school environment. The first part deals with the theoretical insight into the issue, the importance of body modifications, the definition of adolescence, self- concept and social environment. The practical part contains interviews with respondents, which were implemented using a semi-structured interview and then analyzed and interpreted.

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Low enrollment and high attrition of women in science, technology, engineering, and mathematics (STEM) continues to be an issue for postsecondary institutions. Improvements in representation of women has been seen in some of the agricultural and biological sciences; however, in many of the more math intensive areas such as geosciences, engineering, mathematics/computer science, and physical sciences (GEMP), women continue to be underrepresented leading to underrepresentation in the workforce and further exacerbating gender gaps. Studies suggest the lack of representation is not due to a gap in math ability between men and women, yet underrepresentation remains predominantly within math intensive STEM areas, suggesting something like math self-efficacy (MSE) and math self-concept (MSC) may be impacting enrollment and retention. The research presented here investigates the link between enrollment in GEMP STEM and retention in STEM with the factors of MSE, MSC, and gender. Structural equation modeling (SEM) with Bayesian estimation is used incorporating additional factors from previous research. Study results indicated that MSE and male were both positive and significant indicators of enrollment in GEMP STEM and retention in STEM. MSC was not a significant indicator of retention in STEM but was shown to be significant for GEMP STEM enrollment; however, it was negatively associated with GEMP STEM when combined with MSE. Several program related factors were also shown to be significant indicators of GEMP STEM enrollment and STEM retention. This study highlights the importance of MSE and gender for enrollment and retention and should encourage future efforts towards improving MSE as a possible method of increasing representation of women in underrepresented areas of STEM.