Any type of bullying can become a traumatic event for a child, leading to lasting negative effects. Specifically, victimization may lead to numerous behavioral problems and lowered self-esteem. Also, the quality of attachment may have a predictive relationship with the victimization and the negative outcomes it may cause. Other research implied that a similar relationship may be found between retrospective bullying and humanity-esteem. Despite the collective research done on these variables, no study, until now, has looked at retrospective bullying, humanity-esteem, attachment, behavior problems, and self-esteem all together. This study not only looked at the relationships among these variables but also the role that humanity-esteem and attachment served between victimization, later behavior problems, and later self-esteem. One hundred thirty-six participants completed five questionnaires assessing experiences of retrospective bullying, humanity-esteem, current attachment relationships, behavior problems, and self-esteem. The results of this study indicated that participants who reported having been bullied previously also endorsed internalizing and externalizing problems as well as low self-esteem. Further, humanity-esteem and attachment both served as significant predictors of victimized individuals' behavioral problems and self-esteem. Such findings suggested that a higher view of humanity and secure attachment may serve as a protective factor against the negative outcomes that may be related to having been bullied. The importance of studying the relationships among these variables is discussed further.

The purpose of this study was to explore if Attention Deficit Hyperactive Disorder (ADHD) is related to identity in undergraduate adults, as well as their self-esteem. Also investigated was whether prior diagnosis (including early detection versus later-in-life detection) would be related to higher self-esteem and healthier identity formation. College students in large metropolitan southeastern universities enrolled in psychology classes (N = 368) took an anonymous online self-report survey battery in exchange for course credit. The screening tool for ADHD identified close to 50% of the sample as possibly having ADHD, which is much higher than any previous study has reported. Possible reasons for and implications of this surprising finding are also discussed. Those that met the screening criteria for ADHD had significantly higher levels of identity distress and unproductive ruminative identity exploration. They also had higher levels of identity exploration in depth and lower levels of identification with identity commitments. Those with previous diagnosis of ADHD reported lower levels of self-esteem than those who met the screening criteria used in this study, but had never been diagnosed, suggesting that the diagnostic label itself might be contributing to the lower levels of self-esteem.

Competition athletic apparel plays a large role in the world of NCAA Division I college athletics. New and innovative designs, styles, and fashions are continually introduced by athletic apparel manufacturers as they attempt to find the latest and greatest uniforms, footwear and protective equipment. Still, little research exists on the impact that athletic apparel has on college athletes. What does an athlete feel as they don their competition athletic apparel to compete at this top level of collegiate sport? The purpose of this study was to examine student-athlete experiences with competition athletic apparel in relation to self-perception. Did the apparel worn in competition by student-athlete's play a role on their mental state as they entered competition? Sixteen participants from a large NCAA Division I athletic program participated in this study during the spring semester of 2011. A stratified sample of eight female student-athletes and eight male student-athletes was used. The participants were drawn from the sports of Men's Soccer, Women's Soccer, Men's Basketball, and Women's Basketball. Participants completed face to face interviews that employed a semi-structured approach. Interview questions addressed aspects of the Functional, Aesthetic, Expressive (FEA) consumer needs model as well as Self-Perception Theory. All interviews used a grounded theory approach to foster the emergence of data as interviews progressed. Data was analyzed using qualitative methods that stressed the importance of true lived experience. The results of the study revealed that student-athlete self-perception was indeed impacted by various aspects of competition athletic apparel. Each participant revealed one or more concerns about their competition apparel in relation to the different categories of the FEA. Further, many of these concerns followed important aspects of Self-Perception Theory. The results of this study further revealed that coaches, athletes, and competition apparel manufactures would benefit from understanding the impact that competition apparel has on athlete self-perception. Results showed that athletes wanted competition apparel that looked good, felt good, and fit properly. / Ph. D.

Health Risk Behavior (HRB) is defined as behavior that increases the likelihood of adverse outcomes: injury, morbidity, or mortality. University students are particularly susceptible to HRB due to their age, academic pressures, social environment, and newly unsupervised lifestyle. Despite major efforts by university campaigns to make students aware of the potential health risks of HRB, students continue to consistently engage in behavior that risks both their short-term and long-term health. Previous literature indicates the importance of self-esteem in positive decision-making and the inhibiting role of shame in increasing withdrawal and social isolation. Shame and guilt are distinct self-conscious emotions often evoked in similar circumstances: shame often debilitative, and guilt adaptive. This study utilizes a cross-sectional design to examine the associations between HRB and the affective emotions of shame, guilt, and self-esteem to better understand HRB determinants. Data was collected from students using a Qualtrics form containing demographic and HRB questions. The Personal Feelings Questionnaire-2 (PFQ2) and the Rosenberg Self-Esteem Scale (RSES) assessed shame and guilt proneness, and global self-esteem, respectively. Mean data analyses, frequency tests, and one-way ANOVA analyses revealed associations between HRB and the three tested affective emotions. Results of this study indicated HRB is associated with higher negative emotion: higher shame and guilt proneness and lower self-esteem. With further research, this information can guide more effective clinical and educational interventions in reducing HRB and subsequent preventable diseases by targeting emotional risk factors in the university population.

Träning har en hälsofrämjande inverkan på både den psykiska och fysiska hälsan. På senare tid har det framträtt tydliga normer i samhället kring utseende och ideal, vilket har en negativ påverkan på människors självkänsla och bidrar till uppkomsten av en negativ kroppsbild. Tidigare forskning visade hur individers träningsfrekvens och synen på sin kropp har en nära koppling till individens självkänsla. Studien syftar således till att undersöka samspelet mellan människors kroppsbild, träningsvanor och självkänsla. En enkätstudie genomfördes för att samla in information kring individers relation till ovannämnda faktorer. Respondenterna fick besvara frågor för att ta reda på deras träningsvanor, kroppsbild och självkänsla. Resultatet i denna studie visar att det finns ett positivt samband mellan människors kroppsbild, träningsvanor, självkänsla och hur nöjda de är med sin vikt. Det finns således belägg för att dessa faktorer i sig påverkas negativt av samhällets normer. Studien bidrar därmed till en ökad förståelse för dessa faktorers inverkan på självkänsla.

This study looked at First Time in College (FTIC) students’ overall college adjustment and whether modality of instruction during students’ senior year of high school relates to subsequent college adjustment. Those high school seniors who completed the entire year virtually experienced greater social isolation and restrictions that may have further limited navigation of developmental tasks and experiences that prepare students for college. Due to the novelty of the COVID-19 pandemic, this is the first cohort where such a marked split in high school experiences could impact future college adjustment. College students (N=294) attending a large public university completed the College Adjustment Test (Pennebaker, 1990), Rosenberg Self-Esteem Scale (Rosenberg, 1965), and COVID-19 Fear Scale (Ahorsu et. al, 2020). The results of this study may increase awareness of how students from the high school graduating class of 2021 are adjusting to college during these unprecedented times, and help to identify if a particular type of high school senior year experience presents greater risk in relation to subsequent college adjustment. The results of this study may inform institutions of higher education on what can be done to facilitate the college adjustment of this unique cohort of FTIC students.

The purpose of this study was to investigate the perceptions of African American students on the impact of an Upward Bound Program on their academic performance, self-esteem, and the attitudes toward post-secondary educational success. Specifically, this study was concerned with the following variables: gender, family structure, and age as they related to the students aforementioned perceptions. A survey design was employed in this investigation to collect and analyze the data. Three hundred fifty-three (353) African American high school students participated in this empirical study. An instrument entitled “The Middleton Upward Bound Survey” was used to gather the data. The investigative instrument was validated by a group of Upward Bound professionals and university research professors. The instrument had an alpha coefficient of ¬¬.84 for the test as a whole. Moreover, the data was tested through the application of the One-Way Analysis of Variance and the Scheffe’ Multiple Comparison Test. Among the conclusions of this study were the following; in general it appeared the younger African American high school students are more favorable to his/her perceptions regarding the impact of an Upward Bound Programs on student academic achievement. African American high school students who reside with a guardian also tend to have more favorable perceptions regarding the impact of an Upward Bound Programs on their academic achievement. Regardless, of African American high school students’ age, gender or family structure, they tend to have similar perceptions regarding the impact of an Upward Bound Programs on their attitudes toward post-secondary educational success.

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