Research has illustrated the interrelatedness of childhood physical fitness and psychological wellbeing, psychological wellbeing and academic achievement, as well as physical fitness and academic achievement. In this study, we proposed that psychological wellbeing (self-esteem and depression) serves as a mediator between physical fitness and academic achievement during adolescence. In a sample of middle school children (N = 1,530), significant correlations were found between all three variables (p.0001). A hierarchical regression analysis was performed to assess the associations between physical fitness, psychological wellbeing, and academic achievement. The regression analysis reported a significant partial mediation effect. The results of this study supported the proposed hypotheses, including a mechanism of psychological wellbeing partially mediating the relationship between physical fitness and academic achievement. The findings of this study support the importance of encouraging activities to promote both physical fitness and psychological wellbeing in schools.

The current study examined the possibility of using cluster analysis to classify attachment styles in middle childhood. Attachment classifications were measured by looking at child coping strategies and perceived maternal behavior. The attachment classification was then tested for construct validity by examining whether it can predict adjustment outcomes in interpretable patterns. The adjustment outcomes examined were a self-reported global self-worth scale and peer-reported internalizing and externalizing behaviors measured using a Peer Nomination Inventory. The current study had 199 third through eight graders and provided evidence for the cluster analysis approach and also showed that the disorganized attachment was associated with the most adverse adjustment outcomes. That is, results showed that disorganized attachment was linked with the lowest levels of global self-worth and the highest rates of internalizing and externalizing behaviors and was significantly different from the securely attached cluster on each measure. The implications and possible underlying causes are discussed. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

University of Macau / Faculty of Education

In this study, a self-report questionnaire was used to obtain a picture of sources of stress amongst a sample of 150 adolescents (75 male and 75 female) at a secondary school in KwaZulu-Natal. Students scored the intensity of stress on a four point stress scale. In addition, students completed similar rating scales to assess self-esteem and depression amongst the students, and to obtain a picture of coping strategies they used. Findings revealed that students, both male and female, perceived the main sources of stress to be related to academic and life stress factors such as: the fact that there is too much schoolwork, being nervous to speak in front of the class, the worry that they may not pass grade 11, fear of being a victim of crime or violence, fear of losing a loved one, being prone to over-react to things, fear of not finding a job upon leaving school. Male students also reported fear of contracting a serious illness as a source of stress. The study found a significant negative correlation between stress and self-esteem, and a significant positive correlation between stress and depression. The findings on coping strategies indicates that the most frequently used coping strategies are: talking to friends, turning to religion, thinking positive thoughts. However, the number of students who responded in the categories 'often" and 'all the time" was fairly low: It is interesting to note that although students did not perceive family factors as key stressors in their lives, only 43 students talked to parents when experiencing stress. There was evidence of gender differences in the use of certain strategies. 25 males and 12 females indicated that they turn to religion 'all the time' as a means of dealing with stressors in their lives. More males (21) than females (6) use the strategy of talking to friends 'all the time'. / Thesis (M.Ed.) - University of Natal, Durban, 2003.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 58-62).

Thesis (M.S.)--Miami University, Dept. of Family Studies and Social Work, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 26-27).

Thesis (D.Psych.) - University of Queensland, 2007. / Includes bibliography.

D.Cur. / South Africa, like many other countries, is charged with ensuring that her adolescents are mobilised to believe in the power of their own dignity in order for their life-world to change. Hundreds of thousands of adolescents were forced to experience political upheavals, violence, neglect, incarceration and family disorganisation. Many of these adolescents were forced onto the margins of society in their strive for understanding and survival. Many dropped out of school, are unskilled and therefore unemployed. They feel hopeless as they struggle for a place in society, because society has no faith in them - "they are lost to society". The purpose of this study was to generate a psychiatric nursing model to facilitate the reintegration of marginalised adolescents into the community. This study therefore has profound social, political and economic implications for the South African community. Through this model, which is a theoretical framework to be utilized by the advanced practitioner in psychiatric nursing, adolescents will be empowered to believe in themselves, to engage in meaningful relationships and activities with their families, peer groups and the broader community. The model provides a theoretical framework that attempts to rekindle and inspire the adolescents from a state of hopelessness and disillusionment, to integrated individuals who are respected, valued and accepted as integral members of their families, peer groups and communities. The model will assume a problem solving and preventative approach. Based on this discussion, the following questions were addressed in this research: What obstacles exist that hamper marginalised adolescents' reintegration into the community? What could be done to assist marginalised adolescents' reintegration into the community? A theory generative, qualitative, contextual, exploratory and descriptive design was followed. The research was conducted in four steps with a pilot-study that preceded step one of the research. In step one, focus group discussions were conducted with five groups of respondents to explore and describe obstacles that hamper the reintegration of marginalised adolescents into the community, as well as their views on how marginalised adolescents can be assisted to be reintegrated into the community. Data was analysed using Tesch's method. Based on the results of analyzed data, disempowerment, characterized by hopelessness, alienation/isolation, anger, frustration and worthlessness - related to poor socialisation, lack of support and services, family disorganisation, peer pressure and fragmented services - was identified as a main theme among stumbling blocks. Empowerment, characterized by improved self-image, feelings of worth, belief in own dignity - related to a sense of wellbeing, belonging and respect - resulting in personal growth and societal change with ultimate reintegration, was identified as major strategy to address marginalisation. In step two, the defined concepts were related to each other to show interrelationships. Classification of central and relational concepts followed to formulate relationship-statements, the result being to depict related concepts in structural form. In step three, a visual model to be utilized as a theoretical framework by the advanced psychiatric nurse practitioner to facilitate the marginalised adolescents as recipients and the advanced psychiatric nurse as agent, was designed to facilitate reintegration into the community. The model was evaluated by a panel of experts. Step four dealt with guidelines to operationalise the model in practice, education and research. Recommendations and limitations of the research were also discussed.

The purpose of this study is to investigate family mealtime dynamics from the adolescent's perspective and explore what topics are discussed compared to what topics they would like to discuss, and to examine the association among mealtimes and the adolescent's academic status and self-esteem.

Ho, Wing-yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 70-82). / Text in English; abstracts in English and Chinese. / Ho, Wing-yee. / Abstract --- p.ii / Acknowledgments --- p.iv / List of Table --- p.viii / List of Figure --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Chapter 1.1 --- Background information --- p.1 / Chapter 1.2 --- Purpose of the study --- p.7 / Chapter 1.3 --- Definition of terms --- p.7 / Chapter 1.4 --- Delimitations --- p.9 / Chapter 1.5 --- Limitations --- p.10 / Chapter 1.6 --- Significance of the study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Chapter 2.1 --- Global self-esteem --- p.12 / Chapter 2.1.1 --- Theoretical background --- p.12 / Chapter 2.1.2 --- Self-esteem in children --- p.17 / Chapter 2.1.3 --- Self-esteem and sports --- p.19 / Chapter 2.1.4 --- Self-esteem and academic achievement --- p.20 / Chapter 2.1.5 --- Self-esteem and gender --- p.22 / Chapter 2.2 --- Attributional style --- p.24 / Chapter 2.2.1 --- Theoretical background --- p.24 / Chapter 2.2.2 --- Attributional style and academic level --- p.27 / Chapter 2.2.3 --- Attributional style and sports --- p.28 / Chapter 2.3 --- Attribution and self-esteem --- p.29 / Chapter 2.4 --- Summary --- p.31 / Chapter CHAPTER THREE --- Method --- p.33 / Chapter 3.1 --- Participants --- p.33 / Chapter 3.2 --- Instrumentation --- p.33 / Chapter 3.2.1 --- In assessing global self-esteem --- p.33 / Chapter 3.2.2 --- In assessing general attributional style --- p.34 / Chapter 3.2.3 --- In assessing perceived sports competence --- p.35 / Chapter 3.2.4 --- In assessing sports specific attributional style --- p.36 / Chapter 3.3 --- Procedures --- p.37 / Chapter 3.4 --- Statistical analysis --- p.38 / Chapter CHAPTER FOUR --- Results --- p.40 / Chapter 4.1 --- Descriptive statistics --- p.40 / Chapter 4.2 --- Reliability for internal consistency --- p.41 / Chapter 4.3 --- The effect of gender and age on global self-esteem and attributions --- p.43 / Chapter 4.4 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.45 / Chapter 4.4.1 --- The relationship between academic achievement and global self-esteem by gender --- p.46 / Chapter 4.4.2 --- The relationship between perceived sports competence and global self-esteem by gender --- p.47 / Chapter 4.5 --- The effect of school banding and perceived sports competence on general attributions --- p.48 / Chapter 4.5.1 --- The relationship between academic achievement and general attributions --- p.48 / Chapter 4.5.2 --- The relationship between perceived sports competence and general attributions --- p.49 / Chapter 4.6 --- The effect of school banding and perceived sports competence on sports specific attributions by high school level --- p.50 / Chapter 4.6.1 --- The relationship between academic achievement and sports specific attributions in junior high schools --- p.51 / Chapter CHAPTER FIVE --- Discussion --- p.53 / Chapter 5.1 --- The effect of gender and age on global self-esteem and attributions --- p.53 / Chapter 5.2 --- The effect of school banding and perceived sports competence on global self-esteem by gender --- p.56 / Chapter 5.2.1 --- The relationship between academic achievement and global self-esteem in high schools' female athletes --- p.57 / Chapter 5.2.2 --- The relationship between perceived sports competence and global self-esteem in high schools' athletes --- p.58 / Chapter 5.3 --- The relationship between school banding and general attributionsin high schools' athletes --- p.59 / Chapter 5.4 --- The relationship between perceived sports competence and general attributions in high schools' athletes --- p.63 / Chapter 5.5 --- The relationship between academic achievement and sports specific attributions in junior high schools' athletes --- p.65 / Chapter 5.6 --- Conclusion and Recommendations --- p.67 / References --- p.70 / Appendix A --- p.83 / Appendix B --- p.85 / Appendix C --- p.86 / Appendix D --- p.87 / Appendix E --- p.91 / Appendix F --- p.102 / Appendix G --- p.103 / Appendix H --- p.104 / Appendix I --- p.108