This study sought to determine whether any differences existed in the degree of relationship between the self-concepts of Negro and white college freshmen as measured by the mean scores achieved by them on the Tennessee Self Concept Scale and the nature of their performance in written expression as measured by the mean evaluations received by them for certain aspects of their written work.

This study attempted to investigate the relationship of occupational choice to ego identity achievement, to self-concept, and to academic achievement, as these are related to Eric Erikson's contention that is adolescents' inability to settle on an occupational choice which disturbs them and results in a sense of identity diffusion (lack of solidified ideas of self, goals for life, and a need to seek external supports). The sample consisted of 320 senior high school boys in the tenth, eleventh, and twelfth grades. Variables considered included: level of vocational commitment; ego identity; self-regard, i.e., self-concept, self-acceptance, ideal self and adjustment (sum of discrepancies between self and ideal self); and academic achievement, i.e., achievers or underachievers. The variables were treated by means of analysis of covariance, controlling for intelligence, Duncan range test, chi-square analysis, and Pearson product-moment correlations. Results of the analysis of data revealed that significant differences existed between adolescents who had expressed vocational commitments and adolescents who were vocationally undecided on (a) ego identity achievement, and (b) self-concept. In considering characteristics of those making or not making a vocational choice, it was found that level of vocational commitment of senior high school boys tends to be dependent on length of time the choice is considered, the amount of feedback and discussion with parents concerning the choice, father's occupation, and the influence of significant others. Another finding was that the verbalized vocational choice of adolescents is consistent with their measured interest. Ego identity was found to be nonsignificantly correlated with achievement and intelligence. Ego identity, self-concept, and self-acceptance have positive and significant intercorrelations (.01 level). It was concluded that adolescents who have not made a vocational commitment, demonstrate a greater degree of identity diffusion--lower ego identity achievement and lower self-concept--than adolescents who have expressed a vocational commitment. It was felt that the data supported Erikson's formulations concerning the period of adolescence to the extent that a positive and predictive relationship was found between level of occupational commitment and ego identity achievement, and between the level of occupation commitment and self-concept. It was felt that ego identity was not significantly related to intelligence or achievement. It was further concluded that ego identity, self-concept, and self-acceptance are related measures dealing with level of maturity and ego integration in adolescence.

Two primary, interdependent goals of the NSW Higher School Certificate Aboriginal Studies course are enhancing Indigenous students’ self-concepts and educational outcome. It was considered that these would lead to increased Indigenous student participation and retention to Year 12. Yet recently there has been a decline in enrolments. Despite the introduction of Aboriginal Studies over a decade ago, no rigorous research has been undertaken to determine the impact of the course or the extent to which the aims of the course have been achieved. Research in Aboriginal Education has identified that Indigenous students are still not achieving at the same level as their non-Indigenous counterparts. However, the majority of studies to date have been theoretical and descriptive in nature. The primary purpose of the present investigation was to address some of the above issues by elucidating the (a) factors that influence Indigenous students’ decisions to participate in the HSC Aboriginal Studies course; (b) impact of the course on Indigenous students’ self-concepts and educational outcomes; and (c) strengths and limitations of the course. The research was undertaken in three NSW Department of Education and Training secondary schools, located in rural, north coast, and south coast areas. Results indicated that Indigenous students choose Aboriginal Studies based on their need to understand more about their own culture. There were also clear educational benefits in that Aboriginal Studies was considered to be a motivational factor that encouraged attendance at school and enhanced their academic self concept. Both staff and students suggested that the academic rigour of the Aboriginal Studies course contributed to declining enrolments. Overall the findings suggest that whilst the current course has some limitations, there are also many strengths; this implies there is a need to continue to refine the course to meet the needs of Indigenous students. / Master of Education (Hons)

Two primary, interdependent goals of the NSW Higher School Certificate Aboriginal Studies course are enhancing Indigenous students’ self-concepts and educational outcome. It was considered that these would lead to increased Indigenous student participation and retention to Year 12. Yet recently there has been a decline in enrolments. Despite the introduction of Aboriginal Studies over a decade ago, no rigorous research has been undertaken to determine the impact of the course or the extent to which the aims of the course have been achieved. Research in Aboriginal Education has identified that Indigenous students are still not achieving at the same level as their non-Indigenous counterparts. However, the majority of studies to date have been theoretical and descriptive in nature. The primary purpose of the present investigation was to address some of the above issues by elucidating the (a) factors that influence Indigenous students’ decisions to participate in the HSC Aboriginal Studies course; (b) impact of the course on Indigenous students’ self-concepts and educational outcomes; and (c) strengths and limitations of the course. The research was undertaken in three NSW Department of Education and Training secondary schools, located in rural, north coast, and south coast areas. Results indicated that Indigenous students choose Aboriginal Studies based on their need to understand more about their own culture. There were also clear educational benefits in that Aboriginal Studies was considered to be a motivational factor that encouraged attendance at school and enhanced their academic self concept. Both staff and students suggested that the academic rigour of the Aboriginal Studies course contributed to declining enrolments. Overall the findings suggest that whilst the current course has some limitations, there are also many strengths; this implies there is a need to continue to refine the course to meet the needs of Indigenous students. / Master of Education (Hons)

Parenthood is generally marked as a joyous event, though some research indicates that the birth of a child can possibly involve a difficult and complicated adjustment period for new parents (Ceballo, Lansford, Abbey, & Stewart, 2004). Questions regarding heritage and biological ties typically occur after developmental milestones, for example, births, marriages, and deaths, for adult adoptees. Horowitz (2011) offered that in order to understand the uniqueness of adoptees’ experiences and the specific needs they may have during childhood, it is vital to study the entire adoptee trajectory into adulthood, in order for adoptive parents and society to prepare successfully and launch adoptees into adulthood. This study explored how adult adoptees view parenthood through the lens of their own upbringing in Canada. There are gaps of information in the literature on how adoptees undertake parenting and how they approach becoming parents. In addition, how adoptees recognize themselves in their own children whether their children are adopted or not and how adoptees bond with their children. This study is an effort to address this gap offering recommendations for future research. Using an attachment theory framework while employing a mixed methods approach through an exploratory-sequential design, highlighted results include: adult adoptees struggle with identity issues and their adoption experiences do impacted the way they become parents and how they view themselves as parents.

No description available.

This thesis examines the virtual social world of the Massively Multiplayer Online Role-Playing Game, Runescape. I observed several locations in the Runescape world, conducted in-depth interviews with players, and participated in clan activities. I analyzed how individual players develop and extend concepts of self through their participation in the game. Players attach patterned meanings to in-game social objects, particularly their character (avatar) that mediates their experiences in the game. Many players refer to their character’s appearance and accomplishments as an extension of the self, particularly when they master game skills or accumulate in-game wealth. How players spend and think about time in the game suggests that they experience a blurred boundary between “play” and “work.”

The overall goal of the thesis was to investigate the nature of the healthy human self and the process of achieving health. This was undertaken by reviewing established self-theory and presenting a summary of each theory and its position with regard to self-composition, self-agency and the nature of the healthy self. An inclusive self-theory was then developed, congruent with reviewed literature, which positioned spirituality as the essential core of self. From the foundational Spiritual Theory of Self and the findings of the first study in this thesis, the Health Change Process Theory was developed to explain and predict how people achieve sustainable health. Three subsequent studies resulted in the construction and testing of a quantitative measure which enabled scientific investigation of the nature of the healthy self and the process of achieving health. Method The methodology of the four studies in this thesis was based on the instrumental approach which posits that, while there are procedural differences between qualitative and quantitative methodologies, philosophically speaking, there is no fundamental difference as they are both equally applicable and valuable. Consequently, the methodology judged to be the most appropriate instrument to investigate each study's topic of inquiry was chosen rather than allegiance to either qualitative or quantitative methodology. The first study was qualitative, as it investigated the definition of health and the process by which it was achieved from the perspective of 30 people with chronic musculoskeletal impairments. The findings from this study provided the theoretical basis for the three subsequent questionnaire development and validation studies. The second study used qualitative methodology with 59 participants to identify participant-generated items used in a new quantitative holistic health questionnaire and then employed quantitative methods to perform preliminary tests of the reliability and validity of this measure. The third study used quantitative methods with 233 participants to evaluate more robustly the reliability, content and concurrent validity of the original developmental measure and another, behaviourally-orientated assessment instrument, which used the identical item content but re-framed in the past tense. The fourth study employed qualitative and quantitative methods with 205 participants to evaluate the clinical validity of the scale found to possess reliability and validity in the previous investigation. Results The critical review of self-theory concluded with the development of the Spiritual Theory of Self. The initial study supported this theory as a robust explanation and predictor of the determinants of a healthy self. Furthermore, the findings of this study and a review of relevant literature concluded with the development of a Health Change Process Theory, which was based on the Spiritual Theory of Self. The Health Change Process Theory explains and predicts the process by which a healthy self develops. The subsequent questionnaire development and validation studies sought to provide a quantitative holistic assessment tool, congruent with the Health Change Process Theory, and found the 28-item QE Health Scale (QEHS) to be a reliable and valid measure of holistic health. These results also demonstrated that the Health Change Process Theory and the underpinning Spiritual Theory of Self were robust. With regard to clinical application, the QEHS was found to aid assessment, therapeutic intervention, a client-centred holistic approach to healthcare and evidenced-based practice. The Patient Profile, derived from QEHS responses, provided a tool that enabled theory to be applied to practice by identifying the key indicator personal attributes determining holistic health status. Conclusion The research results demonstrated that the Spiritual Theory of Self and the Health Change Process Theory provide valid explanations of the constructs that enable people with musculoskeletal disorders to remain otherwise healthy with such conditions. Furthermore, the relationship between the findings and established self-theories suggest that the Spiritual Theory of Self and the Health Change Process Theory may advance knowledge of the predictors and interventions that enable all people to undertake a health-enhancing process of change when confronted with adversity. The QEHS and associated Patient Profile were found to be reliable and valid tools that facilitated assessment and enhancement of the holistic health status for people with musculoskeletal impairments. These tools identified barriers to achievement of holistic health, predicted by the Health Change Process Theory; facilitated the therapeutic process through a focus on issues meaningful to those receiving healthcare; aided treatment decision making; and enabled quantitative evidence-based evaluation of the efficacy of interventions. Moreover, the overall results have advanced psychological knowledge with implications for all fields of psychology involved in the study of people. The evidence of the research undertaken provides a basis for promoting knowledge and research of chronic healthcare delivery and a spiritually based conception of self and health. The QEHS and associated theories provide a tool and basis for investigations where people are experiencing traumatic, irreversible crises. However, the initial aims of further research should be to refine the QEHS and the associated Patient Profile to enable the use of theory and the QEHS across a diverse range of research populations and to investigate the applicability of these to facilitate the maintenance or achievement of a healthy self.

No description available.

La culture numérique adolescente et l’usage des réseaux sociaux et des messageries instantanées pour une pratique d’expression de soi, suscitent depuis de nombreuses années un vif intérêt pluridisciplinaire. L’expression de soi en ligne est une activité qui suscite chez les adolescentes un véritable engouement. Cette recherche privilégie une approche interactionniste inscrite dans le champ de la psychologie sociale et du développement. Elle se propose d’appréhender le sens accordé par les adolescentes à leur pratique d’expression de soi. Nous analysons comment le développement identitaire et les représentations de soi s’associent aux pratiques d’expression de soi, au sein d’une socialisation horizontale. L’approche a été réalisée auprès de 47 adolescentes âgées de 11 à 15 ans, toutes utilisatrices des réseaux sociaux et des messageries instantanées. Cinq outils ont été utilisés pour recueillir les données : un questionnaire appréhendant les pratiques d’internet, un exercice de "Qui suis-je ?" (Rodriguez-Tomé & Bariaud, 1980), l’Echelle de Conscience de Soi Révisée (Pelletier & Vallerand, 1990), l’Echelle Toulousaine d’Estime de Soi (Oubrayrie, De Léonardis, Safont, 1994) et l’Echelle du Développement Identitaire de Groningen constitué d’un entretien semi-directif (Bosma, 1985, 1994 ; Lannegrand-Willems, 2008). Les résultats indiquent que l’expression de soi des adolescentes répond à trois principaux besoins interdépendants : 1/ maintenir le contact avec les pairs et observer leurs pratiques ; 2/ recueillir l’approbation des pairs au moyen des publications ; 3/ écrire pour soi-même et laisser une trace organisée de son vécu. Les participantes qui ont des représentations de soi sociales et publiques élevées (59,6%) sont celles qui s’expriment régulièrement sur la toile en orientant le contenu de leurs écrits sur le soi. Elles désirent recueillir l’avis des pairs et laisser une trace de leur histoire. L’estime de soi et l’engagement identitaire sont associés à la présence de renforcements positifs par les pairs sur les publications, renforcements essentiels pour la socialisation horizontale. Les thématiques du développement identitaire et du soi, de l’expression de soi et de la relation amicale sont étroitement reliées, dans une dynamique d’interstructuration et d’intersubjectivité. Cette recherche, à caractère exploratoire, en raison des rares travaux francophones dans le domaine et de l’échantillon circonscrit, est néanmoins prometteuse et invite à engager des recherches longitudinales et comparatives. / Research interest is high in adolescents’ self-expression online, digital culture and the use of Social Network sites and instant messaging. Practicing self-expression online provokes a girls’ infatuation. Based on developmental and interactionist approaches, the aim of this study is to analyze on the one hand, the meaning of teenage girls’ self-expression and self-disclosure online, and on the other hand, attempt to understand how topics of adolescence like identity development, self-concepts and self-expression online can be linked at the heart of the horizontal socialization. Our sample included 47 teenage girls, aged between 11 to 15 years. All of them are using Internet, Social Network Sites and instant messaging. Five tools were used to collect the data: a questionnaire regarding the uses of Internet, an open-ended question « Who Am I? » (Rodriguez-Tomé & Bariaud, 1980), the Self-Consciousness Revised Scale (Pelletier & Vallerand, 1990), the Toulouse Scale of Self-Esteem (Oubrayrie, De Léonardis, Safont, 1994), and the Groningen Identity Developmental Scale including a semi structured interview (Bosma, 1985, 1994; Lannegrand-Willems, 2008). According to our results, self-expression responds to three interrelated needs of teenage girls: 1/ to maintain contact with peers and to observe theirs practices; 2/ to obtain the approval of peers through online personal publications; 3/ to write their history for themselves. Girls which have high levels of social and public self-concepts are regularly practicing self-expression online (59.6%). Publication contents are focused on themselves. These girls want peer comments and approval, and write a part of their personal story for themselves. High levels of self-esteem and identity commitment are related to peer positive reactions on publications. Topics of identity development and self-concepts are closely related with self-expression online and peer relationships. Our analysis underlines an intersubjective balance between self and other. This research is exploratory in nature because of the lack of French studies in this area, and the limited sample. Nevertheless, it provides longitudinal and comparative promising perspectives.