<p>Studiens syfte var att undersöka självkänsla och skillnader i självkänsla mellan män och kvinnor. Studien belyser även hur låg respektive hög självkänsla påverkar individers livskvalitet. Då metoden är både kvantitativ och kvalitativ kan intressanta jämförelser göras mellan resultaten från enkätundersökningen och intervjuundersökningen då de avsåg att studera samma ämnen.Tidigare forskning har indikerat att män har högre självkänsla än kvinnor (McMullin, Cairney, 2004). Den aktuella studiens resultat visade dock ingen signifikant skillnad mellan män och kvinnors självkänsla i enkätundersökningen. Intervjuundersökningen visade att män uppfattar en skillnad mellan könen till männens fördel, detta gjorde dock inte kvinnorna.Enligt Rosenberg (1962) påverkas individers livskvalitet negativt av låg självkänsla. I den aktuella studien undersöktes olika områden av individers livskvalitet och resultaten visade att män och kvinnor värdesätter olika områden för hög livskvalitet. Resultaten visade även att självkänsla och livskvalitet kan kopplas ihop men på olika sätt för män och kvinnor. Olika områden i livskvalitet var olika viktiga för män och kvinnors självkänsla.</p> / <p>The study was designed to examine self-esteem and differences between men and women. The study also highlights how low or high self-esteem affects individuals' quality of life. Since the method is both quantitative and qualitative interesting comparisons can be made between the results from the questionnaire survey and the interview in which they intended to study the same subjects. Previous research has indicated that men have higher self-esteem than women (McMullin, Cairney, 2004). The current study's results showed no significant difference between men's and women's self-esteem in the questionnaire survey. The interview survey showed that men perceive a gender difference in favor of men, the women wasn’t of the same opinion. According to Rosenberg (1962) individuals' quality of life is affected negatively by low self-esteem. The actual study examined the different areas of an individual's quality of life and the results showed that men and women value different areas for high quality of life. The results also showed that self-esteem and quality of life can be linked together but in different ways for men and women. Men and women had different opinions about which areas in quality of life they felt was important for their self-esteem.</p>

<p>Syftet med studien var att undersöka om det fanns skillnader i hur ungdomar mellan 16-18 år i storstäder, städer och landsbygd uppfattade sitt psykiska välbefinnande samt se om resultatet gällde för båda könen. Datamaterialet till studien samlades in av Statistiska Centralbyrån under åren 2000-2003.</p>

<p>Studien bygger på en sammanställning av tidigare insamlad och ej bearbetad data. Syftet med studien var att jämföra om det fanns några skillnader kring känslor hos mödrar och fäder till barn med Downs syndrom (DS). 80 mödrar respektive 79 fäder deltog i studien. De fick svara på en enkät gällande känslor under en tidsperiod på tre månader tillbaka. Barnens medelålder var 4,7 år då föräldrarna besvarade enkäten. Enkäten som användes i föreliggande studie bestod av 21 stycken känslouttryck som skulle skattas på en Visuell Analog Skala (VAS) från 0-10. Resultatet visade att mödrar och fäder till barn med DS skattade ”glad” högst och ”förkrossad” lägst. ”Glad”, ”arg” och ”ledsen” var signifikant högre hos mödrarna jämfört med hos fäderna. Fäderna skattade ”bitter/dyster” signifikant högre än mödrarna. För övrigt fanns inga signifikanta skillnader mellan föräldrarna. Totalt skattade mödrar och fäder de positiva känslouttrycken högre än de negativa. Resultatet i studien tyder på att mödrar och fäder till barn med DS inte är i behov av könsanpassad utan istället individanpassad stöttning och vägledning.</p> / <p> This study is based on a compilation of previously collected and unprocessed data. The purpose of the study was to compare whether there were any differences between the feelings of mothers and fathers of children with Down syndrome (DS). 80 mothers and 79 fathers participated in the study. The children´s average age was 4,7 years when the parents answered the questionnaire. They were responding to a questionnaire concerning feelings over a period of three months. The survey that was used in the study consisted of 21 emotional expressions that would be estimated on a Visual Analog Scale (VAS) of 0-10. The results showed that both mothers and fathers of children with DS estimated "happy" highest and "devastated" lowest. "Happy", "angry" and "sorry" was significantly higher in mothers compared to fathers. Fathers estimated "bitter / gloomy" significantly higher than the mothers. Moreover, there were no significant differences between the parents. Both mothers and fathers estimated the positive emotional expressions higher than the negative. The results of the study interpret that mothers and fathers of children with DS are not in need of gender-adapted but personalized support and guidance.</p>

No description available.

<p>Viewing peer relations as markers of children’s adjustment, the present thesis examined the associations between disruptive behavior problems (i.e., symptoms of Attention Deficit Hyperactivity Disorder [ADHD] and aggression) and peer relations. A second aim was to examine how children’s cognitive functioning and view of self and of their social standing are associated with their peer relations and interactions. Gender differences in the above relations were also examined. The findings indicate that although disruptive behaviors are related to poor peer relations, low levels of prosociality (Study I) and poor cognitive functioning (i.e., poor executive functioning; Study II) exacerbate children’s peer problems. Further, overly positive perceptions of one’s social acceptance and low global self-evaluations were both related to aggression within the peer group (Study III). As regards gender differences, high levels of symptoms of ADHD and poor executive functioning, had graver consequences for the peer acceptance of girls’ than of boys’ (Study I and Study II) indicating that these characteristics may not fit the cultural stereotype for girls. Results are discussed in terms of viewing poor peer relations as indicators of problematic adjustment, and also, in terms of assessing the particular significance that peer relations have for children’s self-view and behavior within the peer group. Implications of the findings as regards the interactions between behavior, cognitions, and gender on children’s peer relations are also discussed. </p>

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005.

Grade 7-learners are continuously exposed to challenges that influence their developmental tasks and general social adaptation. Mastering these challenges sculpt the learners and will influence the ways in which learners develop to adults. Through developing and improving the emotional intelligence skills of learners, learners can be enabled to maintain a successful subsistence. Learners with adequate emotional intelligence will demonstrate effective functioning in many areas of life. The aim of this investigation was to determine what emotional intelligence is and how it relates to wellbeing in the early development of adolescents, the state of a certain Grade 7-learner group's emotional intelligence and the relation in terms of race and gender. In the study, 50 learners from the Grade 7-classes of four schools were selected randomly based on availability. The schools involved were Swartruggens Combined School, Swartruggens Primary, Koster Combined School and Koster Primary. The BarOn EQ-i:YV was conducted on the learners. The quantitative data was processed by the Northwest University's Statistical Consultation Services. Results indicate that, amongst other things, the girls in the study posses more adequate emotional intelligence and skills than the boys in the study. Black boys show the least adequate emotional intelligence and skills. Thus, race and gender play an important role in the development of emotional intelligence of the group of learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

For several decades, evolutionary and social learning theories have been explanatory frameworks to explicate gender differences in overt behaviors and the prevalence, etiology, and maintenance of mental health problems. To further explore relations among gender, overt behaviors, and depression severity, this study used a daily diary methodology to examine gender differences within thirteen behavioral domains and whether differntial frequency of overt behaviors and environmental reward mediated the relationship between gender and depression severity. Overall, females engaged in a significantly greater breadth of behavioral domains and reported a higher level of environmental reward. Females reported spending more time in the domains of health/hygiene, spiritual activities, and eating with others. In contrast, males spent a greater duration of time in the domains of physical activity, sexual activity, and hobbies and recreational experiences. In relation to males, females found social activities, passive/sedentary behaviors, eating with others, and engagement in “other” activities to be more rewarding. Gender had a significant direct effect on depression severity, with females reporting increased depression. This effect was attenuated by the mediator (total environmental reward) such that to the extent that females exhibited increased environmental reward, the gender effect on depression was reduced. These data support behavioral models of depression and have clinical relevance as highlighted in the context of behavioral activation interventions for depression.

The aim of this thesis is to investigate classroom interaction. Of central importance are the following questions; Does gender of pupil, gender of teacher, age of pupils, subject taught and class size have any importance for the classroom interaction? What conceptions of interaction with pupils do teachers have? Data have been collected by two different methods – structured classroom observations and focus groups. The results from the observations study disclose that the gender of the teacher as well as the gender of the pupil has an impact on classroom interaction. The interaction also differs regarding the pupil’s age. The variables pupil gender, teacher gender and pupil’s age together gives an opposite pattern of interaction. Female teachers interact to the same extent with boys and girls when they are young (lower level). When pupils grow older (inter­mediate and upper levels) they interact more with boys than girls. The pattern of interaction for male teachers goes in the opposite direction. When the pupils are young, they interact more with boys compared to girls. The same pattern is true at the intermediate level. At the upper level male teachers interact to the same extent with boys and girls. School subject and class size proved to have a limited impact on classroom interaction. Through categorization of data collected in focus groups, eight different themes were identified. These describe teachers’ conceptions of their interaction with pupils. The themes were large classes, catch individual pupils, boys dominate the classroom on expense of girls, pupils’ needs of interaction with adults, the joy of interacting with pupils, do we use the same language, conflicts between pupils, and to meet pupils with another cultural background. The results from the observations and the focus groups have shown, to some extent different but all-important aspects of classroom interaction. In this thesis two phenomena or questions have been of central importance – gender differences and class size.

The aim of the present study was to determine the distributions of and correlations between hand preference, visual acuity and eye preference through a series of tests in 50 males 50 females aged between 17 and 39 years. Handedness was determined through the Edinburgh handedness inventory questionnaire. The handedness distribution was: right-handed 90%, left-handed 1 %, and ambidextrous 9%. I found that 30 % had better visual acuity with their right eye, 39 % had better visual acuity with their left eye, and 31% had the same visual acuity with both eyes. 75.2% on average used their right eye in the battery of tests and 24.8% on average used their left eye. There were no statistically significant differences between the sexes or age groups with any of the measures. No correlation was found between eye preference and visual acuity or eye preference and hand preference among all subjects. No statistically significance between the sexes was found.