Contingent self-esteem, or self-worth hinged upon successfully meeting standards or attaining goals, requires continual maintenance and validation. Despite the inherent instability that accompanies contingent self-esteem, relatively little is known about how it relates to markers of mental health. A sample of 371 college students completed measures of self-esteem, contingent self-esteem, suicidal behaviors, and depression. Individuals with fragile low self-esteem, described as highly contingent, reported greater depressive symptoms and suicidal behavior. Among those with secure high self-esteem, or high yet noncontingent, depression and suicide risk were markedly lower. Therapeutically promoting positive but noncontingent self-worth may reduce poor mental health outcomes.

<p><p>Självkänsla är något vi ständigt bär med oss och den inverkar på vårt agerande samt våra val i livet. Johnson (2003) delar in självkänslan i två delar den inre och yttre, vilka kan kombineras till fyra personligheter. Forskning har visat att självkänslan samvarierar med tendensen till att bruka self-handicapping. Self-handicapping innebär att människan skapar hinder för sig själv påhittade eller verkliga. Etthundrasju studenter fyllde i en enkät bestående av 58 påståenden, vilken mätte inre, yttre självkänsla samt self-handicapping. Deltagarna delades sedermera in i de fyra personligheterna, vilka ställdes mot dess uppmätta tendens till att bruka self-handicapping. Resultatet visade att låg inre och/eller hög yttre självkänsla ökar benägenheten till att använda self-handicapping. Avslutningsvis diskuteras och jämförs resultatets utfall.  </p><p> </p><p> </p><p> </p></p><p> </p>

Självkänsla är något vi ständigt bär med oss och den inverkar på vårt agerande samt våra val i livet. Johnson (2003) delar in självkänslan i två delar den inre och yttre, vilka kan kombineras till fyra personligheter. Forskning har visat att självkänslan samvarierar med tendensen till att bruka self-handicapping. Self-handicapping innebär att människan skapar hinder för sig själv påhittade eller verkliga. Etthundrasju studenter fyllde i en enkät bestående av 58 påståenden, vilken mätte inre, yttre självkänsla samt self-handicapping. Deltagarna delades sedermera in i de fyra personligheterna, vilka ställdes mot dess uppmätta tendens till att bruka self-handicapping. Resultatet visade att låg inre och/eller hög yttre självkänsla ökar benägenheten till att använda self-handicapping. Avslutningsvis diskuteras och jämförs resultatets utfall.

This study aims to design and investigate the effect of Self-Esteem Enrichment Bibliocounseling Program on the self-esteem level of sixth grade students. Twenty four subjects (13 female, 11 male) out of 166 total sixth grade students from a university affiliated private middle school in Ankara, were randomly selected based on Coopersmith Self-Esteem Inventory (CSEI) total scores and assigned to treatment and no-treatment control group conditions. An experimental design with one selfesteem treatment group and one no-treatment control group, and two measurements (pre and post) were used to investigate the effectiveness of Self-Esteem Enrichment Bibliocounseling Program. The treatment program developed by the researcher was introduced to subjects during eight weeks. The group sessions were held once a week. Each session lasted 80 minutes. Mixed Design (one between and one within factor) Repeated-Measures Analysis of Variance (ANOVA) was employed to the pre-test and post-test CSEI scores of experimental and control group subjects. Results indicated that, the Self-Esteem Enrichment Bibliocounseling Program employed to the treatment group produced significant increase in treatment group subjects self-esteem scores.

Current theoretical accounts of gender role development argue that children are active participants in their own and their peers' gender role development (Liben & Bigler, 2002; Ruble, Martin, & Szkrybalo, 2002). Specifically, children have been reported to bully peers whose behaviors do not conform to gender norms (Ruble & Martin, 2002). Gender-related bullying is especially problematic among adolescent boys who use gay-baiting (calling a boy gay when he does something atypical of his gender) to publicly harm male peers whose behaviors are incongruent with society's definition of masculinity (Pollack, 1998; Kimmel, 2003a; Kimmel, 2003b). Relationships among endorsing traditional masculine gender roles for the self-and others, contingent self-esteem, gender-based bullying, and academic performance have been hinted at in the literature, although there has not been a study connecting these themes. The purpose of this dissertation, therefore, is to determine the relations among (a) endorsing traditional masculine gender roles via sex-typing of the self and others, (b) contingent self-esteem, (c) gender-related bullying, and (d) academic success. In addition, I propose and test the notion that contingent self-esteem mediates the relationship between sex-typing of the self and others and gender-related bullying (perpetrators and victims). Participants included 103 7th grade boys (31 European Americans, 72 Latinos) who reported on (a) their personal sex-typed attitudes (OAT-PM) and sex-typed attitudes towards others (OAT-AM), (b) levels of contingent self-esteem, and (c) gender-related bullying (perpetrators and victims) in the spring of 2008. Students' final GPAs were also obtained. Results indicated that Latino boys were more likely than European American boys to be perpetrators of gender-related bullying. European American boys, in contrast, were more likely than Latino boys to become victims of gender-related bullying. In addition, boys were more likely to engage in gender-related bullying if they were highly sex-typed and if their self-esteem was contingent upon proving their masculinity. Such findings suggest the need for researchers to develop intervention programs designed to teach students to have more flexible conceptions of gender in order to minimize the amount of gender-related bullying in the schools. / text

For adolescents, body weight can be a complicated and sometimes difficult issue. Though the majority of adolescents report being aware of normative gendered body ideals, how adolescents incorporate or reject these ideals into their own weight-control decisions or sense of self can vary dramatically, largely in reaction to their social experiences with body ideals in the local, immediate contexts of their daily lives. The role of one such local context - schools - has remained largely unexplored in existing literature. Using the National Longitudinal Study of Adolescent Health (Add Health) and multi-level modeling, I investigate the role high school weight cultures play in the development of adolescents’ weight-loss behaviors, overweight self-perceptions, and self-esteem. I employ social comparison theories, specifically the idea of who may serve as a likely target for social comparison - general others, similar others, or high status others - to develop hypotheses about which aspects of the school context may be associated with various aspects of adolescents’ body weight. Overall, my results indicate that there is a strong relationship between adolescents’ weight-loss behavior, self-perception and self-esteem and the weight-related culture in the school. For example, adolescent boys, on average, are significantly less likely to report perceiving themselves as overweight or engaging in weight-loss behaviors when they attend schools where there are many overweight boys in the student body. I also find that there is some variation within the school in terms of which peers are most salient to adolescents’ behaviors and self-perceptions. Both boys and girls are particularly impacted by the values and behaviors of similar others, when similarity is defined by same-sex adolescents of a similar body size. For example, on average, overweight adolescent girls are significantly more likely to report engaging in weight-loss behaviors when a higher proportion of overweight girls in their school also are engaged in weight-loss behaviors. The same pattern is found among adolescent boys. Overall, these findings suggest that meso-level social contexts - like schools - may be particularly important to how individuals incorporate macro-level beliefs or values - like gendered body ideals - into their own behaviors and self-concepts. / text

published_or_final_version / Education / Master / Master of Education

Tyrimo tikslas – įvertinti ir palyginti dėl nėštumo patologijos stacionare besigydančių ir sveikų nėščiųjų gimdymo baimę, jos sąsajas su savigarba, savęs vertinimu nėštumo metu, nėštumo bei sociodemografiniais rodikliais. Tyrime dalyvavo Kauno medicinos universitetinių klinikų Moterų konsultacijos ir Kauno apskrities ligoninės filialo Krikščioniškų gimdymo namų 122 sveikos nėščiosios ir 146 nėščios moterys, kurios tyrimo metu dėl nėštumo patologijos besigydžiusios Kauno medicinos universitetinių klinikų Akušerijos ir ginekologijos klinikų: Nėštumo ir ekstragenitalinių ligų, Priešlaikinio gimdymo ir nėščiųjų infekcijų, Nėštumo patologijos sektoriuose. Tiriamųjų amžiaus vidurkis 28,58 +/- SD 5,08 metai. Nėščių moterų gimdymo baimei įvertinti buvo naudojamas B. Areskog (1982) sukurtas ir T. Saisto (2001) modifikuotas Gimdymo baimės klausimynas (angl. Fear of Childbirth Questionnaire), kurį sudaro 10 teiginių. Tiriamųjų savigarbai tirti buvo naudota M. Rosenberg savigarbos skalė (angl. Rosenberg Self-Esteem Scale – RSE) ir nėščių moterų savęs vertinimui nėštumo metu buvo naudojamas Savęs vertinimo nėštumo metu klausimynas (angl. The Prenatal Self-Evaluation Questionnaire) sudarytas iš 7 skalių, sukurtas R. Lederman (2005/2006). Tyrimas atskleidė, kad turinčios aukštesnę savigarbą sveikos ir besigydžiusios stacionare dėl nėštumo patologijos nėščios moterys geriau save vertina nėštumo metu. Sveikų ir dėl nėštumo patologijos einamojo nėštumo metu nėščiųjų savigarbos ir savęs... [toliau žr. visą tekstą] / The Aim of the MA Thesis (Research) is to evaluate and compare the fear of delivery among healthy pregnant women and women hospitalized due to pathology of pregnancy, to analyze how much fear of delivery influences self-esteem and self-esteem during pregnancy, pregnancy itself and socio-demographic indexes. The participants of the research are 122 healthy pregnant women who gave birth in Hospital of Kaunas University of Medicine and Kaunas Christian Maternity Hospital (Department of Kaunas County Hospital) and 146 pregnant women who were hospitalized and treated in Hospital of Kaunas University of Medicine, Department of Obstetrics and Gynecology due to pathology of pregnancy. The age of the participants of the research is 28,58 +/-SD 5,08 years. Fear of Childbirth Questionnaire (created by B. Areskog (1982) and modified by T. Saisto (2001)) is used in order to evaluate the fear of delivery among pregnant women. The questionnaire includes 10 statements. Rosenberg Self-Esteem Scale – RSE by M. Rosenberg is applied to assess self-esteem of pregnant women. The Prenatal Self Evaluation Questionnaire of 7 scales by R. Lederman (2005/2006) is applied for pregnant women in order to evaluate their self-esteem during pregnancy. The research revealed that both healthy pregnant women and pregnant women who were hospitalized and treated due to pathology of pregnancy but having higher self-esteem in general possess better self-esteem during pregnancy. Healthy pregnant women and... [to full text]

Svarbu išsiaiškinti, kokią įtaką jaunųjų futbolininkų veiklos aktyvumui bei jų asmenybės raidai turi savęs vertinimas ir pasitikėjimas savimi ir kaip glaudžiai susijęs su žmogaus pretenzijų lygiu, t. y. tikslų, kuriuos jis sau kelia, sudėtingumui. Tyrimo tikslas - nustatyti 12 - 13 metų jaunųjų futbolininkų ir 14 - 15 metų jaunųjų futbolininkų teigiamo savęs vertinimo ir pasitikėjimo savimi ugdymo ypatumus. Tyrimo uždaviniai: 1. Nustatyti 12 – 13 metų jaunųjų futbolininkų ir 14 – 15 metų jaunųjų futbolininkų savęs vertinimo ypatumus prieš ugdymo programą ir po jos. 2. Atskleisti pasitikėjimo savimi ypatumus prieš ugdymo programą ir po jos. Tyrimo metu kėlėme hipotezę, kad po ugdymo programos 12 – 13 metų jaunųjų futbolininkų pasitikėjimas savimi bus didesnis ir savęs vertinimas palankesnis. Išvados: 1. Nustatyta, kad jaunųjų futbolininkų savęs vertinimas po ugdymo programos tapo palankesnis. Prieš ugdymo programą futbolininkų savęs vertinimas 5,11 steno, po ugdymo programos – 5,95 steno (skirtumas statistiškai patikimas (t=14,75; p<0,05). Be to, ir kiekvienos amžiaus grupės futbolininkų (ir 12 – 13 metų jaunųjų futbolininkų, ir 14 – 15 metų jaunųjų futbolininkų) savęs vertinimas po ugdymo programos taip pat tapo palankesnis (p<0,05). 2. Jaunųjų futbolininkų pasitikėjimas savimi po ugdymo programos padidėjo. Prieš ugdymo programą pasitikėjimas savimi buvo 6,65 balo, o po ugdymo programos – 7,44 balo (skirtumas statistiškai patikimas – t=5,05; p<0,05). Be to, ir kiekvienos... [toliau žr. visą tekstą] / It is important to examine the impact of business activity for young footballers and their personal development is self-evaluation and self-confidence and how closely related to the human level of claims, Ie the goals that he himself raises the complexity. Purpose of the survey - a 12 - 13 years young soccer players and 14 - 15 years young footballers a positive self-evaluation and self-confidence building features. The tasks were: 1. In theory analysis of self-evaluation and self-confidence features. 2. 12 - 13 years young soccer players and 14 - 15 years young footballers Self-assessment features before and after school program for her. 3. Reveal assertiveness specificities before curriculum and after. The study Kelem the hypothesis that the education program for young football players will be more self-confidence and self-esteem more favorable. Conclusion: 1. Young football players self-evaluation of education programs has increased. Before school football program in self-evaluation 5.11 Sten, after school programs - 5.95 Steno (difference statistically significant (t=14,75; p<0,05). 2. Young football players self confidence after the educational program as well as increased: before the curriculum is self-confidence score of 6.65, after school programs - 7.44 points (difference statistically significant – t=5,05; p<0,05).

Self-report recall questions are commonly used to measure physical activity, energy expenditure (EE) and time use in children and adolescents. However, self-report questionnaires show low to moderate validity, mainly due to inaccuracies in recalling activity in terms of duration and intensity. Aside from recall errors, inaccuracies in estimating energy expenditure from self-report questionnaires are compounded by a lack of data on the energy cost of everyday activities in children and adolescents. This thesis describes the development of the Multimedia Activity Recall for Children and Adolescents (MARCA), a use-of-time instrument designed to address both the limitations of self-report recall questionnaires in children, and the lack of energy cost data in children. / The thesis begins by investigating the energy cost of everyday activities in children and adolescents. An extensive literature search was undertaken to identify as many studies as possible where the energy cost of child and adolescent everyday activities were measured. Data were available from 52 studies totalling 5982 measures made on 43 activities. The data collated in the literature search was used to identify significant gaps in the literature and evaluate existing techniques of assigning energy cost values to child and adolescent activities when measured values are not available. The results suggest that using adult METs is the most accurate technique to assign energy cost values when child-specific measures are not available. / After identifying areas of missing energy cost data, the energy cost of three types of child and adolescent activities were measured: playing video centre games; performing household chores; and “new locomotions”, i.e. riding non-motorised scooters and rollerblading. A total of 131 measures were undertaken on 11-13 year old children using indirect calorimetry. Energy costs ranged from 1.3 to 6.4 METs for video centre games; 1.9 to 3.6 METs for household chores; and 6.5 to 6.6 for the new locomotions. / Next, the development, validity and reliability of the MARCA are discussed. The MARCA is described in terms of its three components: the 1-d recall; the compendium of child-specific energy costs and the analytical module. In particular, the advantages of the multimedia features of the MARCA over traditional pen and paper questionnaires are highlighted. The MARCA was then validated by comparing accelerometer counts with MARC recall data collected on a sample of sixty six 10-13 year olds. The MARCA showed validity comparable to other self-report instruments with Spearman coeffiecients ranging from 0.88 to 0.94. Finally, the thesis demonstrates the unique analytical capabilities of the MARCA via a variety of analyses conducted on the MARCA self-report recall profiles of 1429 children and adolescents aged 9 to 15 years. / Thesis (PhDHumanMovement)--University of South Australia, 2005.