The aim of the research study is firstly to examine the relationship between self-esteem and learning strategies amongst first year university students. From this the investigator aimed to discern whether there is a link between cognitive and affective factors in student learning as has been widely accepted in pedagogical studies. Secondly, the difference in self-esteem levels in relation to gender and year of study were also examined. Thirdly, the differences in self-esteem and learning strategies in relation to year of study were investigated. The rationale for the investigations in this study stems from the fact that first year university students are seen to be at a major life transition that brings with it challenges on an affective (self-esteem) and cognitive (learning strategies) level. The sample of the study consisted of 197 participants gathered from the University of the Witwatersrand. The instruments utilised were the Rosenberg Self-esteem Scale (1965), the Learning and Study Strategies Inventory- LASSI (Weinstein, 1987) and a brief Student Demographic Survey to gain information such as the students gender and year of study. Findings indicated that there is a relationship between self-esteem and the motivation to learn- one of the components of the LASSI. However, contrary to many other findings, no cognitive-affective link was evident. Furthermore, males and females appeared to show difference in the study aids learning strategy as well as in self-esteem levels, where females proved to have more positive self-esteem levels than the males. Year of study lastly, also proved to have an influence in student self-esteem levels.

Master of Arts in Clinical Psychology - Psychology / The relation between self-esteem and depression with regard to employment status of gay men in long-term monogamous partnerships was investigated, specifically to determine if a relation exists between employment status and self-esteem, and between employment status and depression in these men. The relation between eleven biographical and psychosocial variables with self-esteem and depression were also investigated. Non-probability snowball and purposive sampling were used to gather the sample of 56 gay male couples who were predominantly white; middle-class; well-educated; urban-dwelling South Africans; that had been involved for a mean length of 7.3 years. Each couple consisted of an employed partner and an unemployed partner, who had a mean length of 3.4 years of unemployment. Five couples (10 subjects) formed a pilot study and completed only the Revised Janis-Field Feelings of Inadequacy Scale (R-JFFIS), while the remaining 51 couples (102 subjects) completed both the R-JFFIS and the Revised Beck Depression Inventory (R-BDI). An Analysis of Covariance (ANCOVA) computed for the mixed effect model with fixed factor of employment status nested within the random factor of couple, controlling for the effects of the possible covariates revealed a significant difference between self-esteem of employed and unemployed partners. The difference is not significant for depression. Confirmatory evidence for the importance of age as a significant predictor of self-esteem was found for the whole sample; while perceived health and education were found to be significant predictors of depression. Self-esteem and depression were found to be inversely related in both employed and unemployed partners individually and collectively, while a positive correlation was found between self-esteem of employed and unemployed partners. Multiple regression analysis revealed that the eleven variables investigated were poor correlates of self-esteem in both partners. Only perceived health was found to be a significant predictor of depression in employed and unemployed partners respectively. No known existing studies investigate these particular dimensions of gay life. The disparity of self-esteem scores between employed and unemployed partners and the inverse relation between perceived health and depression provide a proactive position, from which primary prevention of depression could be achieved.

Thesis (Ph.D.)--Boston University Vita. Includes bibliographical references (leaves [157]-169). / It was the purpose of this study to test hypotheses concerning the relationship of the variables of self-esteem and stability of the self-concept to the relative level of personality adjustment, as well as to see how interactions of these variables in combination were related to adjustment. The study stemmed from an investigation by Brownfain which attempted to validate the stability of the self-concept as a predictor of personality adjustment . The variable of self-esteem was mentioned but not controlled in his study. The present study used a self-rating inventory devised by Brownfain in order to measure these independent variables, but examined them in relation to different adjustment criteria.

Background: Chronic pain conditions particularly fibromyalgia (FM) are an important issue considering the demand that they place on health services and the negative impact on an individual’s well-being. Research regarding what impact FM may have on the various domains of health related quality of life is sparse. In addition, research identifying predictors relating to a person’s self-concept on pain outcomes such as quality of life and disability is scarce in a chronic pain population. Self-esteem has been linked to psychological adjustment in various chronic diseases (Chong et al, 2009) and is suspected to be a vulnerability factor in FM (Johnson et al., 1997; Michielsen et al., 2006). Research on self-compassion found that it is a significant predictor of increased psychological adjustment in people with chronic medical conditions (Wren, Somers, & Wright, 2011). The majority of research on self-compassion has been conducted in non-clinical samples. Identifying the predictive values of self-esteem and the self-compassion subscales (self-warmth and self-coldness) in relation to pain outcomes are useful provided they can be enhanced and utilised to inform intervention. Aims: This research portfolio had two aims, to systematically review and carry out a meta-analysis with the literature investigating the impact of FM on health related quality of life using the Short Form-36 version one and to investigate whether self-warmth, self-coldness and self-esteem act as predictors of quality of life and disability for individuals with chronic pain. Method: A systematic review and meta-analysis of studies which assessed the impact of FM on health related quality of life was undertaken. Sensitivity and subgroup analyses were conducted to address the level of heterogeneity in the studies. The empirical study comprised of a cross-sectional design in which 60 individuals with chronic pain were recruited from three NHS sites based in Fife and Lothian and a pain self-management group in Fife to complete six validated psychometric questionnaires: Self Compassion Scale (Neff, 2003), Rosenberg Self-Esteem Scale (Rosenberg, 1965), Brief Pain Inventory- Short Form (Cleeland, 1991), Pain Disability Questionnaire (Anagnostis, Gatchel, & Mayer, 2004), Hospital Anxiety and Depression Scale (Zigmond and Snaith, 1983) and Quality of Life Scale (Burckhardt, Woods, Schultz, & Ziebarth, 2003). Systematic Review Results: In total, 18 studies met the inclusion criteria of the systematic review and demonstrated that the health related quality of life of individuals with FM was lower compared to healthy controls on all eight subdomains of the SF-36 particularly Physical Role. It was found that Social Functioning was the subdomain least affected when comparing participants with FM to healthy controls. Empirical Project Results: Quality of life was lower than previous research with females reporting a higher level of quality of life than males. It was found that after controlling for demographic and clinical variables, self-warmth was the only significant predictor for quality of life but not on levels of disability. Neither self-coldness nor self-esteem were significant predictors on scores of quality of life or disability. Conclusion: The above studies expand literature on the nature of chronic pain and its outcomes such as health related quality of life. The meta-analysis evidenced that HRQoL was lower in individuals with FM than in healthy controls. The association between symptom severity and quality of life requires further investigation in FM. Psychological interventions targeting the development of self-warmth attributes and skills may have a beneficial effect in improving quality of life for people with chronic pain. While the systematic review highlighted that FM has a more significant impact physically rather than mentally in relation to quality of life, both studies highlighted the need for interventions to target the psychological adjustment of people with chronic pain conditions.

Poles comprise the largest group of migrants in Scotland. The Scottish Government’s plan has been to attract and retain them to counter the issues of Scotland’s aging population and insufficient labour force, as well as to promote cultural diversity and tolerance (Scottish Government, 2013). However, research on Polish migrants’ experiences suggests that there is a discrepancy between the rhetoric of retaining migrants in a tolerant and inclusive society and the reality, in which Poles tend not to integrate with the local communities and to work below their skill-set and education level (Kobialka, 2016). This is clearly detrimental to the aforementioned government goal of ensuring their emotional and financial well-being and sense of belonging. The existing, and predominantly sociolinguistic, research attributes these issues almost exclusively to the migrants’ “little knowledge of English” (Weishaar, 2008: 1252), whilst overlooking findings from social psychology that suggest that there is more to a person’s ‘relationship’ with the language than just proficiency. These findings suggest that one’s self-concept, or the sum of beliefs about him/herself, is strongly connected to language and may influence his/her everyday decisions and behaviour (Rubio, 2014). Thus, this current study investigated the experiences of Polish migrants in Scotland from this under-researched perspective, focusing on the relationship between the migrants’ self-concept and the English language, referred to as English Language Identity (ELI), as a concept potentially playing a central part in the migrants’ experiences. Gaining an understanding of the migrants’ ELI was believed to be crucial, in order to determine ways of preparing future learners of English to face their potential migration experience with confidence and high self-esteem. In this longitudinal mixed methods study, 20 Polish migrants were interviewed twice and they each submitted electronic journals, in which they reflected on their language-related experiences. Additionally, the findings were validated through a structured questionnaire completed by 378 respondents in the final stage of the study. The data analysis revealed that the participants’ ELI was a dynamic relationship manifested during social encounters in which they made evaluations of how successfully they managed to express their ‘desired self’, or self-concept, and based these evaluations on their perceptions of the ‘ascribed selves’. The perceived communication failure or success, resulting respectively from discrepancy or match between these selves, influenced the participants’ self-esteem, which, in turn, had an impact on their future behaviour and a range of decisions, including the decision of whether or not to remain in Scotland. This dynamic interplay between the desired and ascribed selves that essentially defined the participants’ ELI was influenced by their self-assessed English competence, beliefs about other people’s perceptions of migrants and their general beliefs about the language and its speakers. The latter, based on the assumption that Native English Speakers (NESs) are linguistic experts and ‘owners’ of the language, influenced the participants’ understanding of communication success/failure and of linguistic ‘correctness’, as well as their self-assessed English competence. These findings, coupled with findings from the fields of social psychology, sociolinguistics and English Language Teaching (ELT), were used to make suggestions for English language classrooms and for general pedagogy in Poland and Scotland to reconsider its content, in order to foster the learners’ self-growth, build their self-esteem and prepare them to recognise and address various forms of prejudice and stereotyping.

Liwei Zhang. / "23, July, 2000." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2000. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Using the psycho-behavioral model as a conceptual framework, the purpose of this study was to explore the relationships between self-esteem, body dissatisfaction, muscle dysmorphia, and exercise dependence among college men. Participants (n = 110) completed surveys including a demographic questionnaire, the Rosenberg Self-Esteem Scale, Body Part Satisfaction Scale, Drive for Muscularity Scale, and Exercise Dependence Scale-21. No significant relationship was found between self-esteem and muscle dysmorphia. A significant correlation was found between body dissatisfaction and muscle dysmorphia, as well as between muscle dysmorphia and exercise dependence. These results partially support the psycho-behavioral model of muscle dysmorphia.

Setting and monitoring progress on personal goals has potential advantages for helping people achieve their goals. However, it may also have disadvantages for both goal progress and personal well-being if people start to focus on progress and external outcomes (e.g. academic grades) more than internal processes (e.g. interest in the subject). Self-compassion has been suggested as a trait that may help people cope with set-backs, maintain intrinsic motivation and achieve their goals. It may therefore be particularly helpful in overcoming some of the disadvantages of setting and monitoring personal goals. Self-compassion has previously been theoretically differentiated from self-esteem, with self-esteem seen as more contingent on positive self-judgements and success, suggesting that self-compassion may have additional benefits for maintaining individuals’ intrinsic motivation. The aim of this study was therefore to test whether self-compassion exercises are more helpful than self-esteem exercises in the context of setting and monitoring goals. This was tested using a between group experimental design with two conditions: self-compassion and self-esteem. Ninety-four university students were randomly assigned to one of the conditions and followed a four-week goal setting and monitoring programme in relation to both an academic and social goal. The data showed that both inductions resulted in an increase in state self-compassion and self-esteem. There was no difference between the conditions in achievement of either goal over the four weeks. There was also no difference between conditions in the weekly association between poor progress and negative affect or change in goal commitment and autonomous motivation over the four weeks. However, the self-compassion condition was rated as more pleasant than the self-esteem condition. The results suggest that the self-compassion exercises used may be more acceptable than the self-esteem exercises used but they are not better than the self-esteem exercises for enhancing goal pursuit. The study suggests that further research is needed to distinguish the motivational effects of self-compassion and self-esteem.

Developmental dyslexia is a learning disability caused by neurological differences in language processing, affecting approximately 5-10% of the U.S. population’s ability to speak, read and write. Difficulties with literacy within this culture have social and emotional implications that can influence a sense of otherness. Artmaking is a significant form of expression for students with dyslexia during early education, and influences emotional and social development, such as identity formation. There are findings indicating that the development of an artistic identity during adolescence has implications for the continued cognitive, emotional, and social growth during higher education. This multiple-case study examines the educational experiences and artistic practices of three visual art graduate students with dyslexia. Patterns of cognitive and instructional experiences are considered, such as dyslexic characteristics, learning strategies, special assistance, educational environments, subject interests, and artistic identity formation. Emotional and social experiences that contribute to psychosocial development during education are discussed, such as the students’ experience realizing their difference from peers, the sense of social otherness, being misunderstood by educators, labeling, harassment, exclusion, and stigmatization. Coping strategies, such as artmaking, are discussed, along with the importance of the sense of social belonging during education. Participants’ artistic development is considered in terms of the significance of being an exceptional artist, the arts as an emotional outlet, and their orientation towards figuration during high school and college. In college, participants’ artistic development is compared to post-formal patterns of development, such as dualism, multiplicity, relativity, multiple conflicting commitments, and social awareness. Findings show the significance of the visual arts during identity formation and social development, and of participants’ ability during college to continue progressing towards their potentials. Implications for ideal educational environments, the full immersion of the visual arts into all classroom subjects, and significance of the arts for self-actualization for dyslexic students are discussed.

Coherence of self-concept refers to the ability to stabilize on a clear set of views about oneself. This aspect of self-structure is closely linked self-esteem, and similar evidence in emotion research suggests an intricate connection between the self-system and emotion. Evidence suggests that emotions of seemingly opposing valence such as happy and sad can co-occur (i.e., mixed emotion). This study validated a new set of emotional stimuli particularly to elicit mixed emotion and used these stimuli with a mouse task that allowed participants to report positive and negative emotions simultaneously. The study examined possible individual differences in discrete emotional response associated with self-esteem as well as a possible connection between selfconcept coherence and a differential ability to harbor mixed emotions; specifically that individuals with high coherence in self-concept would tend to disambiguate their emotional response, but those with low coherence would be more susceptible to cooccurring positive and negative emotion. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection