Eating disorders are among the most common psychological problems faced by women. Perfectionism, impulsivity and poor self-esteem have been identified as significant risk factors for the development and maintenance of eating disorders. Further, elevated body mass has been found to amplify the effect of these risk factors on the development of eating pathology. However, although the symptoms associated with eating disorders have been theorised to lie on a continuum with frank eating disorders at one end and normative eating concerns at the other, there is limited research and findings are mixed about the correlates and predictors of dysfunctional eating attitudes and behaviours in non-clinical populations. The present research contributes to a clearer understanding of risk factors associated with dysfunctional eating attitudes and behaviours in non-clinical populations. Correlational analyses in the present study indicated that dysfunctional eating attitudes and behaviours are associated with increased perfectionism, lowered self-esteem and elevated body mass. Regression analyses identified body dissatisfaction as a significant predictor of bulimic symptomatology. Further research is needed to extend these results. The current study found that dysfunctional eating attitudes and behaviours occur in non-clinical populations and are associated with similar risk factors to those associated with eating pathology in clinical populations. Further, it advocates the need for early detection and intervention of eating disturbances in at risk non-clinical samples, particularly in relation to body image dissatisfaction. Finally, it highlights the need for further research focussing on non-clinical samples in order to more clearly understand the correlates and predictors of dysfunctional eating attitudes and behaviours in these populations.

Attention training (AT) is a therapeutic intervention developed by Adrian Wells that involves the training of attentional skills to treat emotional disorders (Wells, 1990). This study investigated whether the AT technique works as theorised to reduce anxiety and other symptoms by reducing self-focus. In a laboratory setting, seventy-one student participants were exposed to a single session of either an AT analogue or a control treatment to see if AT would reduce their self-focus and vulnerability to a subsequent stressor task. AT was not found to decrease self-focus or reduce vulnerability to the stressor. In addition, self-esteem (SE) and social anxiety were investigated as potential moderators of the relationship between AT and/or self-focus on vulnerability to the stressor. Prior research has shown that SE level and self-focus interact such that self-focus predicts vulnerability to anxiety in people with low SE, but not in those with high SE. In this study we also examined SE range, a measure we developed here to reflect the range within which a person’s state SE fluctuates over time. The results indicated that self-focus is related to increased vulnerability in those with low SE or a large SE range, but decreased vulnerability in those with high SE or a small SE range. This supports theorising that self-focus activates people’s self-beliefs, which then influence how they respond during potentially threatening experiences. The findings also support the recommendation that SE range be subjected to further evaluation.

The aim of this qualitative case study is to identify how teachers and students perceive students’ self worth to be influenced in the learning environment and examine the similarities and differences in the way teachers and students described these influences. Implications for classroom practice are identified. Semi-structured interviews were conducted to collect data from four teachers and four focus groups of students aged 12-13 years from two different schools. Data was analysed using a thematic approach that allowed for identification of similarities and differences in teachers’ and students’ responses and provided a structure for discussion. On analysis of the findings it is evident that aspects of the learning environment and interactions students have within the learning environment have the potential to influence students’ self worth. Findings indicate that students who appear to have good self worth seem to find the learning environment a positive place to be. Good self worth is characterised by strong perceptions of ability, achievement related behaviour and positive social interactions. Poor self worth appears to be influenced by what students perceive to be under achievement with, in some instances, a relationship to negative prior experiences related to under achievement. Under achievement seems to impact on the students’ conscious decision to employ a variety of avoidance-related behaviours in an attempt to limit incidences of failure in front of peers. Findings suggest that there are four main areas of influence on students’ self worth that relate to: achievement, teacher qualities, teacher strategies and connections made with significant other people such as parents/guardians and coaches. Positive self worth appears to be strongly connected to academic achievement in a reciprocal manner where each influences the other. The socio-cultural influences such as positive teacher and peer relationships and support of significant others, teacher strategies including pedagogical approach and supportive learning environments /communities that promote a sense of safety and belonging are described as fundamental to the development of self worth. This study discusses the need for schools to provide opportunities for holistic development where students can grow through social, emotional, ethical and academic learning experiences in a socially emotionally and physically safe learning environment. Learner-centred or self-directed pedagogical approaches to teaching and learning appear to provide a basis on which to meet the holistic needs of students. It is clear however that the effect of more empowering pedagogical approaches is influenced heavily by the teachers’ personal and professional approaches to meeting the needs of their students. This study shows that self worth is more likely to be enhanced when students feel empowered and involved in the learning process and understand their responsibility within the learning process. Teacher practice and students’ response to the learning environment can be greatly enhanced through the use of critical reflective strategies that allow teachers and students to become more knowledgeable about each other and the influences of the learning environment. Finally, evidence suggests that self worth is enhanced by a humanistic philosophy. This philosophy seems to underpin positive relationships and other socio-cultural characteristics of the classroom learning environment that enhance self worth. This is consistent with the philosophical framework of the New Zealand Curriculum(2007). Findings suggest that, if implemented authentically and with understanding this curriculum can provide a strong basis for enhancing students’ self worth and achievement, and meet the all round needs of students as people, through an ethic of care.

The purpose of this study was to explore the relationship between sex-role ideology and body image among women of various ages. Theorists have suggested that poor body image may be related to the experience of being female in contemporary society. This study attempted to objectively test this theory by determining whether or not feminist women, due to less restrictive notions of their rights and roles in contemporary society, might demonstratemore positive relationships with their bodies than women with more traditional attitudes.such a relationship (between feminist sex-role ideology and body esteem) would apply across age categories.Five hundred seventy-five female faculty, staff, retirees, and students completed a demographic profile, the Body Esteem Scale, and the Simplified Attitudes Toward Women Scale. Correlational analysis of data provided no support for the proposed hypotheses. Further study is recommended. / Institute for Wellness

This study is an analysis of the relationship between adult romantic attachment, relationship satisfaction and relationship contingent self-esteem (RCSE). It was hypothesized that the relationship between attachment and relationship satisfaction is partially or fully mediated by RCSE. Participants (N=200) from a mid-sized Midwestern university were surveyed with the following scales: Experiences in Close Relationships Scale – Revised, Adult Attachment Questionnaire, Relationship Contingent Self-Esteem Scale, Contingencies of Self-Worth Scale, Relationship Assessment Scale, Dyadic Adjustment Scale and a demographic questionnaire. This analysis utilized Structural Equation Modeling (SEM) to assess whether RCSE is either a partial or fully mediating construct between attachment and relationship satisfaction. The current maximum likelihood estimates have shown that neither of these models (either partially or fully mediating) are accurate. The partially mediated model showed significant pathway coefficients between attachment and relationship satisfaction, which is congruent with previous research. However, prior to the current study, minimal research has been conducted to assess the relationship between attachment and RCSE. Future research must assess the potentiality of alternative influences such as trauma or levels of commitment have on RCSE. / Department of Counseling Psychology and Guidance Services

Women continue to be objectified by our society and this objectification is often internalized by women and can result in negative psychological consequences such as eating disorders and depression. One postulate of the self-objectification theory is that self-objectification can lead to a lack of internal awareness and this lack of internal awareness may mediate the relationship between self-objectification and mental health problems in women. To test this postulate, undergraduate women completed a number of self-report instruments measuring self-objectification, internal awareness, maladaptive eating behaviors, and depressive symptoms. Results indicated that internal awareness does not mediate the relationship between self-objectification and maladaptive eating behaviors or depression. However, both self-objectification and a lack of internal awareness independently explaine a significant amount of variance for the mental health variables measured. The relevance and implications of these results are discussed and future areas of research recommended. / Department of Psychological Science

A sample of 791 college students between the ages of 18 and 25 years-old completed an online survey. Respondents were administered a series of measures to determine their sexual identity development status, global self-esteem, global psychological distress, sexual esteem and sexual distress. A 2 X 4 MANOVA (Sexual Orientation X Sexual Identity Development Status) was conducted. Results indicated that no significant difference was observed in terms of psychological distress, global self-esteem, sexual esteem or sexual distress between those who identified as gay, lesbian, or bisexual and those who identified as heterosexual. Significant differences were found among participants in relation to sexual identity development status. Specifically, those who were classified as having achieved a sexual identity scored higher on measures of self-esteem and lower on measures of psychological distress. Notably, follow up DFA indicated that sexual distress emerged as a particularly stable and important variable in explaining differences among those in different sexual identity development statuses. Implications for research and practice are discussed. / Department of Counseling Psychology and Guidance Services

The purpose of this study is to compare students (both male and female), from the Linnaeus University in Kalmar, about their perceptions with a particular focus on identity and self-esteem. In regards to the current societal problem concerning obesity and beauty ideals, this paper aimed to study the student’s opinions concerning health and diets in order to fully answer the purpose of the study. The theory used in this paper is in particular regards to identity and self-esteem. In order to answer the study questions, a qualitative approach was conducted in the form of various focus groups. The result depicts that beauty ideals have a large impact, hence the choice of people using diets, fashion and fitness as well the informants' perceptions regarding their identity and self-esteem when looking at their own daily lifestyles.

For some of the children in our classrooms today, having a connection to someone or something can be the key to improving their overall well-being, sense of self worth, and indirectly have a positive impact on their academic success. This study, through qualitative research methods, and the use of grounded theory and narrative as methods of analysis, aimed to shed light on the interconnectedness and relationship between the themes of a caring classroom, emotional intelligence, and the presence of a dog in a classroom. A total of six individuals participated in this study, over the course of a three month period. Individual interviews and a focus group discussion were conducted and allowed the emergence of six themes. These themes are; emotional connection, love and care, empathy, risk taking in a non-threatening environment, calm, and self esteem. A personal narrative, and the inclusion of several stories from the participants were included in the analysis. While this is an area of study that warrents further research and educating of colleagues prior to bringing a dog into a classroom environment, it is also an area of study that is full of possibilities and promise.

Linear mixed-effects (LME) modeling is a widely used statistical method for analyzing repeated measures or longitudinal data. Such longitudinal studies typically aim to investigate and describe the trajectory of a desired outcome. Longitudinal data have the advantage over cross-sectional data by providing more accuracy for the model. LME models allow researchers to account for random variation among individuals and between individuals. In this project, adolescent health was chosen as a topic of research due to the many changes that occur during this crucial time period as a precursor to overall well-being in adult life. Understanding the factors that influence how adolescents' mental well-being is affected may aid in interventions to reduce the risk of a negative impact. Self-esteem, in particular, has been associated with many components of physical and mental health and is a crucial focus in adolescent health. Research in self-esteem is extensive yet, sometimes inconclusive or contradictory since past research has been cross-sectional in nature. Several factors associated with self-esteem development are considered. Participation in religious services has also been an interest in research for its impact on depression. Depression development and its predictors are evaluated using LME models. Along with this line, this project will address the research problems identified through the following specific topics (i) to investigate the impact of early adolescent anxiety disorders on self-esteem development from adolescence to young adulthood; (ii) to study the role of maternal self-esteem and family socioeconomic status on adolescent self-esteem development through young adulthood; and (iii) to explore the efficacy of religious service attendance in reducing depressive symptoms. These topics present a good introduction to the LME approach and are of significant public health importance. The present study explores varying scenarios of the statistical methods and techniques employed in the analysis of longitudinal data. This thesis provides an overview of LME models and the model selection process with applications. Although this project is motivated by adolescent health study, the basic concepts of the methods introduced have generally broader applications in other fields provided that the relevant technical specifications are met.