Thesis (M.S.)--University of Michigan, 1975.

Thesis (Ph. D.)--University of Washington, 2005. / Includes bibliographical references (leaves 96-104).

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xiv, 160 p. Includes bibliographical references.

Text in Afrikaans / Die studie handel oor die persoonlikheidsamestelling van die beskeie leerling in die senior sekondere skoolfase. Twee sienings van beskeidenheid blyk uit die literatuur, naamlik beskeidenheid as 'n deug en beskeidenheid as manifestasie van innerlike onsekerheid. Daar is in diepte gekyk na beskeidenheid as persoonlikheidseienskap en die invloed van beskeidenheid op die relasievorming en selfaktualisering van die kind. Beskeidenheid gaan gepaard met persoonlikheidseienskappe soos terughoudendheid, beskroomdheid, geinhibeerdheid, ontoereikende assertiwiteit en vry van aanmatiging en dit behels 'n onvermoe tot selfbevordering. Verder manifesteer sake soos sosiale angstigheid, openbare selfbewustheid, vrees vir sukses en swak selfevaluering ook in beskeidenheid. Die leerling se relasievorming en selfaktualisering word deur beskeidenheid gekortwiek. Die Hoerskool Persoonlikheidsvraelys is in 'n empiriese ondersoek op 'n aantal standerd 9-leerlinge afgeneem. Geen tipiese perrsoonlikheidsprofiel kon vir beskeidenheid saamgestel word nie. 'n Aantal persoonlikheidseienskappe wat met beskeidenheid verband kan hou, het egter in die ondersoek na vore gekom. / This study concerns the personality composition of the modest pupil in the senior secondary school. Two views of modesty are discussed in the literature, namely that it is a virtue and that it is a sign of inner uncertainty. An in-depth study is made of modesty as a personality characteristic and its influence on the pupil's relationship formation and self-actualisation. Modesty is associated with such personality characteristics as reserve, timidity, inhibition, unassertiveness and lack of arrogance. It implies an inability to promote oneself. Modesty is also a manifestation of social anxiety, self-conciousness, a fear of success and low self-evaluation. It handicaps the relationship formation and self-actualisation of pupils. The High School Personality Questionnaire was administered to a group of Standard 9 pupils in an empirical study. No typical personality profile could be compiled for modest pupils. Several personality 'characteristics emerged from the study which may be associated with modesty. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

M.A. / Anorexia nervosa is an eating disorder characterised by an intense fear of gaining weight, a refusal to maintain a minimally normal body weight and a significant disturbance in the perception of the shape or size of his or her body (American Psychiatric Association, 2000). Anorexia nervosa typically begins in mid-to-late adolescence (age 14-18 years). Follow-up studies show that only 10% of those with anorexia nervosa fully recover. While almost half may show partial recovery, many continue to be seriously impaired by depression, social phobias or recurrent symptoms (Herzog et al., 1993). Early onset (before 16) may be associated with a less negative prognosis, although a far from favourable one (Theander, 1996). Considerable clinical literature exists on the etiology of anorexia nervosa, but for the purpose of the current study cognitive factors that may relate to anorexia nervosa were examined. Specifically, the study focused on two self-evaluations: self-efficacy and self-esteem. Generalized self-efficacy can be defined as a global confidence in one's coping ability across a wide range of demanding or novel situations (Schwarzer, 1993). Self-esteem is defined as the evaluation that the individual makes and customarily maintains with regard to himself/ herself (Rosenberg, 1965). To ascertain levels of self-efficacy and self-esteem, the Generalized Self-Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1993) and Rosenberg Self-Esteem Scale (RSE) (Rosenberg, 1965) were administered in an experimental group of white adolescent girls diagnosed with anorexia nervosa (n=24) as well as a control group (n=24). An ex-post-facto experimental control group correlational design was implemented, andtwo-tailed t-tests conducted to determine the significance of differences regarding levels of self-efficacy and self-esteem between the two groups. The results indicated that there was no significant difference between the experimental group and control group with regard to their levels of self-efficacy. However, the experimental group exhibited lower levels of self-esteem in comparison to the control group. These results indicate that generalized self-efficacy, as a cognitive self-evaluation on its own, does not distinguish between adolescent girls with anorexia nervosa and a control group, and that domain-specific self-efficacy should also be considered in future research. The results further confirmed that girls diagnosed with anorexia nervosa exhibit lower levels of self-esteem as suggested in previous research (e.g. Wilksch & Wade, 2004). With regard to future research, larger groups are needed to elaborate on the current findings. Furthermore, additional research investigating the role of other aspects of self-esteem such as outer self-esteem and inner or trait self-esteem, as well as other aspects of self-efficacy such as domain specific self-efficacy, could contribute to the current findings.

This research is aimed educationally disadvantaged at examining children and the characteristics of providing some helpful proposals for them. I am particularly interested in how tracking affects their self-concept and behavior, covertly as well as overtly, and what teachers can do to help enhance their self-esteem in the classroom. My basic argument is that by building the students' self-concept, teachers will help students become motivated to succeed not only in school, but also in their daily lives.

Many educators and psychologists believe self-esteem is an important variable in the educational process. An adequate level of self-esteem is recognized as being essential for students because it may affect their level of achievement and general state of well being. Self-report measures are the most commonly used techniques to evaluate children's perceptions of themselves. Children's self-reports are valuable since certain aspects of internalized problems are usually difficult for others to identify. Sociometrics, or peer reports, provide an alternative to self-report measures of self-esteem. Some studies have shown academic achievement, athletic ability, and socioeconomic status to correlate with sociometric status. Sociometric measures allow teachers to gather a wealth of information about their students quickly and easily. One purpose of this study was to determine the degree of similarity between self-reports and peer reports as measures of self-esteem in middle school students. Confirmatory factor analysis showed that self-reports and peer reports were separate, but related constructs. A second purpose of the study was to determine the effects of verbal ability, peer reports, and self-reports on current achievement while controlling for whether or not the student had a learning disability. A recursive path model found verbal ability and type of student (learning disabled versus not learning disabled) to have strong direct effects on achievement, whereas self-reports and peer reports had no Significant effects. A third purpose of this study was to examine differences between students with and without learning disabilities on the peer reports and self-reports. Students with learning disabilities were found to have lower scores on all peer report and self-report measures. No relationship was found between type of student and choices made on peer nominations. / Ph. D.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

The study was designed to explore and describe the relationship between young adults' sense of meaning and purpose in life and the experience of depression. The relationship between the existential constructs of meaning and purpose in life, assessed using Reker's (1992) Life Attitude Profile - Revised (LAP-R) instrument, and depression, assessed using Beck's Depression Inventory (BDI), was explored in young adults.