Mental health is an important part of college students' experiences, and more administrators are paying attention to mental health issues (Cooper, 2000; Kitzrow, 2003). Self-esteem is central to mental health (Kittleson, 1989), and can be attributed to social situations, especially those that deal with rejection (Bednar, Wells, & Peterson, 1989; Caunt, 2003; Eisenberger & Lieberman, 2004; Steffenhagen & Burns, 1987). Sorority recruitment is an event that includes rejection (National Panhellenic Conference, n.d.), and may negatively affect self-esteem. The purpose of this study was to determine how recruitment affects the self-esteem of participants. First, this study sought to determine if self-esteem changes during recruitment for two groups of Potential Members (PMs): those who complete recruitment (persistent PMs) and those who withdraw (withdrawn PMs). Second, this study investigated how self-esteem differed at the start and end of recruitment between these groups. The sample included 336 potential sorority members at a large state institution. Data were collected by administering the Rosenberg Self-Esteem Scale (Rosenberg, 1979) twice: once before recruitment, and again when the PM either withdrew or completed the process. The results of the study indicate a significant change in self-esteem during recruitment. The persistent PMs experienced an increase in self-esteem; the withdrawn PMs experienced a drop in self-esteem. Also, there was a difference between the self-esteem levels of the two groups at the start of recruitment; the withdrawn PMs had a higher self-esteem than the persistent PMs. There was no difference in self-esteem at the end of the recruitment process. / Master of Arts

In a sample of older individuals, the effects of speech type and initial esteem level on performance and subsequent esteem were explored in the present study. Results were inconclusive. Practice effects were found for all subjects, regardless of group membership on all tasks. Speech and Esteem effects were found for the number of errors made on the mirror-tracing task, however, with both Low Esteem subjects and subjects who received Child-Directed Speech making fewer errors than High Esteem subjects and subjects who received Adult-Directed Speech. These results were contrary to what would be predicted by current theory involving child-directed speech. Also, the cardiovascular measures of blood pressure (i.e., systolic and diastolic pressure) and heart rate showed a pattern indicating an anger response or emotion throughout experimental situation. / Master of Science

Higher education has experienced an increase in enrollment. Of the approximately 14.9 million students in higher education, 24.5% are minority students. Although this percentage is not far from the percentage of minorities in the U.S. population (24.7%), the distribution of minorities enrolled in higher education is significantly different than the distribution of minorities in the nation's population. The percentage of African Americans (10.1%) and Hispanics (7.3%) in higher education is lower than their population in the general population (12.1% and 9% respectively). There is also an unequal distribution of enrollment in higher education based on socioeconomic status. The percentage of students from the top family income quartile attending college is 86%. The percentage of students from the bottom family income quartile attending college, however, is 52%. The disproportionate representation by race and socioeconomic status in higher education has prompted campuses across the country to develop a variety of precollege programs. These programs provide students who are disadvantaged by race or socioeconomic status with the resources and academic skills needed to pursue higher education. One of these precollege programs is Upward Bound. Upward Bound serves high school participants aged 13 to 19 years who are either first generation, socioeconomically disadvantaged, or both. Upward Bound staff focus primarily on promoting academic performance among participants. There is a significant body of literature that suggests self-esteem directly correlates with academic performance. However, Upward Bound staff do not purposefully offer programs to promote self-esteem among participants. This study was designed to gain a better understanding of self-esteem among Upward Bound participants by race (majority versus minority) and gender. The Self-Esteem Index (SEI) was used to collect data. The SEI yields an overall self-esteem score as well as scores on four subscales. Data were analyzed using a series of two-way analyses of variance to explain differences by race (majority versus minority) and gender. There were no statistically significant differences in self-esteem by race. The findings, however, reflected a trend in which majority students consistently scored higher than did minority students. There were statistically significant differences in self-esteem by gender on the Academic Competence scale, Peer Popularity scale, and Personal Security scale. This study was significant for future practice in higher education. The results of the present study might benefit Upward Bound counselors, who might learn more about the self-esteem of Upward Bound students. The results might also inform Upward Bound students about their own self-esteem. In addition, the results of this study might provide directors of federal programs with baseline information about the self-esteem of students participating in the Upward Bound program. / Master of Arts

Yes / This paper outlines the development of a new scale to measure adolescent selfesteem. The new scale addresses weaknesses in existing measures which have failed to consider the growth of the consumer society in the western world and the impact of this on the formation of adolescent self-esteem. The development of this scale includes extensive qualitative research with over 100 high school pupils, which led to a series of quantitative data collection and analysis processes to develop the scale. In the final stage, data was collected from 889 pupils and analysed to confirm the validity and reliability of the new measure. The result of this work is a 21 item self-esteem scale comprising of 4 distinct, yet interrelated factors: self-evaluation; social ability; social comparison effects and notably, brand ownership. The findings provide an updated and upgraded measure of self-esteem which takes into consideration the specific audience of adolescents living in a consumer culture. The scale development process demonstrates that when considering the formation of self-esteem, the influence of the use and possession of commercial brands is as relevant as the traditional factors/components such as academic achievement or sporting prowess.

Prediction of success in nursing education has centered primarily on cognitive variables with resulting predictions of 30 to 45% of the variance. Noncognitive predictors have been found to correlate with success in academic endeavors other than nursing. Most studies of noncognitive predictors utilize one or two variables. The purpose of this study was to explore the relationship of social support, life change events, locus of control, and self-esteem as predictors of success in basic nursing education. The study population was a sample of 195 students completing the final semester in two associate degree and two baccalaureate degree nursing programs in one state. The Norbeck Social Support Questionnaire was used to assess social support, the Life Experiences Survey to determine life change events scores, Levenson's I, P, and C Scales was used to assess locus of control, and the Tennessee Self Concept Scale was administered to determine self-esteem. Selected demographic data were collected and analyzed to reflect frequencies, trends, and other general characteristics. Success, the dependent variable, was the cumulative college grade-point average. Multiple regression analyses revealed that three of the 10 independent variables (self-esteem, negative life change events, and social support loss) contributed 7% to the prediction of success in basic nursing education in this study. When analyzed separately, it was found that the three variables predicted 10.2% of the explained variance for the associate degree group but that there were no significant predictors for the baccalaureate degree group. / Ed. D.

Playfulness, externality, self-perceptions, IQ, first-grade readiness, and selected demographic variables were studied in a sample of 93 first and second grade children. Playfulness and externality were obtained from teacher ratings on the Child Behaviors Inventory and self-perceptions were obtained via child interviews using Harter and Pike’s (1984) Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Neither playfulness nor externality correlated Significantly with any of the following self-perception scales: (a) cognitive competence, (b) peer acceptance, (c) physical competence, and (dad) maternal acceptance. Pearson correlation coefficients reflected a significant but low relationship between IQ (measured via the Block Design and Vocabulary subtests of the Wechsler Intelligence Scale for Children-Revised) (r = .26, p < .05) and Playfulness. A significant but low correlation was also found between Playfulness and social status (r = .26, p < .05). A principal components factor analysis, followed by varimax rotation yielded a four factor solution. Factor 1 was comprised of cognitive variables (IQ and first-grade readiness). Factor 2 was comprised of the self-perception subscales. Factor 3 was Externality and Factor 4 loaded heavily for gender. Examination of the final communality estimate indicated that playfulness contributed little to the total variance and should be interpreted as a measure of a trait which is independent of cognitive functioning, self-perceptions, externality, gender and age. / Ph. D.

Research on situational constraints has overlooked a number of important issues relevant to the generalizability of current findings, including the construct validity of current constraint measures, and an account of the role coping might play in mitigating the effects of constraints. Data from a two-wave panel design with college students as participants was used to investigate the above issues. The data indicated that the current conceptualization and measurement of constraints seems suitable to the task of testing substantive hypotheses. Furthermore, constraints measured with reference to a specific performance domain had greater predictive validity than those representing a general performance domain. The data did not support the contention that problem-focused coping and the perceived controllability of constraints would interact in the prediction of constraints, satisfaction, and performance. Several alternative explanations for the latter findings are offered. Finally, a number of suggestions for the conduct of future research using constraint, controllability, and coping constructs are outlined. / Ph. D. / incomplete_metadata

It is well-known that adolescents participate in risky behaviors. College students are no different; in fact they take part in risky behaviors which can include sexual risk-taking. The purpose of this review of literature was to determining the types of risky sexual behavior that college students are engaging in, and how it is affecting their self-esteem. Emphasis was placed on the need for education regarding sexual behavior, effects of alcohol, and self-esteem. This review focused on the different risky behaviors that college students are participating in, including drinking games, drinking themed parties, and types of sexual behavior. Findings of this review determined that low self-esteem can impact an individual's decision to take part in sexual activity and drinking. Additionally, it was identified that there is a need for community-based education which should begin prior to college attendance. Utilizing the findings of this review can help provide the evidence needed to support education on risky college behaviors with a focus on the self-esteem aspect.

Text in afrikaans / The main object of this research was to present the profile of a child that bullies other children and to place one changeable element, namely self-esteem, within this profile. The description of children that reflect bully behaviour in accordance with the Gestalt approach is absent in most of the familiar Gestalt literature. The Gestalt approach is therefore utilized as a theoretical framework to describe the profile of children that bully others. The empirical research methodology is performed by combining a qualitative and a quantitative research approach. The approach to the research was based on the dominant-less-dominant model whereby the dominant approach, namely the qualitative approach, was utilized. The quantitative approach had a supportive role to the qualitative approach in this research by utilizing a standardized measurement instrument to round off the profile of the child identified as a bully. The profiles compiled of the children that bully others can be utilized as a guideline for Gestalt therapeutic interventions. / Social work / M. Diac.

The thesis focuses on the issue of self-esteem in clients diagnosed with anxiety disorders. While this condition belongs to the most common mental illnesses, the role of the patient's self-esteem has not been sufficiently researched. The aim of the thesis is to contribute to a better understanding of the relation between anxiety and self-esteem, and to examine whether clients with so called Other Anxiety Disorder manifest specific differences in their level of self-esteem. In the theoretical part we summarize the key findings in the domain of anxiety disorder research; we further compare the different psychological approaches to the issue of self-esteem. There is a particular focus on authors who explore the possible causes and features of self-esteem deviations in patients with anxiety disorders, and who propose hypotheses regarding the nature and origins of this linkage. The empirical part of the thesis focuses on the analysis of the explicit and implicit self-esteem level in clients with anxiety disorder. For the purpose of measuring explicit self-esteem we have used foreign questionnaires, namely the Rosenberg Self-Esteem Scale and the SLSC-R. For implicit self-esteem evaluation we have used the Rorschach test. The research outcomes indicate that clients with anxiety disorders display...