梁嘉慧. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 80-91. / Liang Jiahui. / 致謝 --- p.i / 撮要 --- p.ii / 目錄 --- p.iii / 圖表目錄 --- p.v / Chapter 第一章 --- 緒論 / Chapter (一） --- 研究背景及研究目的 --- p.1 / Chapter (二） --- 研究意義 --- p.3 / Chapter 第二章 --- 文獻探討 / Chapter (一） --- 性別角色的槪念 --- p.4 / Chapter (二） --- 性別角色的理論背景 --- p.8 / Chapter (三） --- 性別角色的測量 --- p.19 / Chapter (四） --- 性別角色的相關硏究 / 父母性別角色與子女性別角色的關係 --- p.21 / 父母對不同性別子女的敎養態度 --- p.24 / Chapter (五） --- 自尊的槪念 --- p.29 / Chapter (六） --- 自尊的理論背景 --- p.31 / Chapter (七） --- 自尊的測量 --- p.36 / Chapter (八） --- 自尊與性別角色的相關硏究 --- p.38 / Chapter (九） --- 總結 --- p.43 / Chapter 第三章 --- 硏究方法 / Chapter (一） --- 名詞釋義 --- p.44 / Chapter (二） --- 硏究對象 --- p.45 / Chapter (三） --- 研究工具 --- p.46 / Chapter (四） --- 研究假設 --- p.51 / Chapter (五） --- 研究程序 --- p.52 / Chapter (六） --- 資料分析 --- p.52. / Chapter (七） --- 預試 --- p.54 / Chapter 第四章 --- 研究結果 / Chapter (一） --- 樣本特徵 --- p.56 / Chapter (二） --- 性別角色類型的分佈情形 --- p.57 / Chapter (三） --- 各量表的信度及《性別角色量表》效度檢定 --- p.58 / Chapter (四） --- 研究中各變項的相關情形 --- p.60 / Chapter (五） --- 不同性別的兒童，其性別特質傾向的區分 --- p.61 / Chapter (六） --- 不同兒童性別角色類型與本身自尊的關係 --- p.62 / Chapter (七） --- 採用徑路分析驗證所提出之「因果模式」 --- p.65 / Chapter (八） --- 綜合結果 --- p.72 / Chapter 第五章 --- 討論及建議 / Chapter (一） --- 研究結果的討論 --- p.74 / Chapter (二） --- 硏究限制的討論 --- p.76 / Chapter (三） --- 建議 --- p.77 / 參考文獻 --- p.80 / 附錄 / 附錄（一）父母性別角色量表 --- p.92 / 附錄（二）Bem sex-role Inventory --- p.93 / 附錄（三）父母性別角色敎養態度量表 --- p.94 / 附錄（四）Child-rearing Sex-role Attitude Scale --- p.95 / 附錄（五）學生背景資料問卷 --- p.96 / 附錄（六）兒童性別角色量表 --- p.97 / 附錄（七）Children's Sex-role Inventory --- p.98 / 附錄（八）兒童自尊量表 --- p.99 / 附錄（九）Self-perception Profile For Children --- p.102

Chan, Hau Ying. / "December 2010." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 182-186). / Abstracts in English and Chinese. / Abstract --- p.ii / 摘要 --- p.iii / Acknowledgements --- p.iv / Content --- p.v / Chapter Chapter 1 - --- Introduction --- p.1-38 / Chapter Chapter 2 - --- The body of female life models --- p.39-68 / Chapter Chapter 3 - --- Managing sexuality and maintaining modesty --- p.69-96 / Chapter Chapter 4 - --- Professionalism and passionate work --- p.97-129 / Chapter Chapter 5 - --- The performance of female life models --- p.130-172 / Conclusion --- p.174-181 / Bibliography --- p.182-186 / Chapter Appendix 1- --- A brief introduction of models interviewed --- p.187-189

The study was designed to explore and describe the relationship between young adults' sense of meaning and purpose in life and the experience of depression. The relationship between the existential constructs of meaning and purpose in life, assessed using Reker's (1992) Life Attitude Profile - Revised (LAP-R) instrument, and depression, assessed using Beck's Depression Inventory (BDI), was explored in young adults.

The study examined the internal states (self-esteem and ethnic identity) that may affect individuals in a diverse work environment and lead to conflict. In particular it was expected that ethnic identity and self-esteem would mediate the relationship between diversity and conflict. Participants from a wide variety of organizations in Southern California completed an online survey. Statistical analyses revealed that self-esteem and ethnic identity did not mediate the relationship between diversity and conflict. However, many of the variables were significantly related to each other. Implications of the findings are discussed.

The strength of the relationship between various measures of self, such as self-esteem, self-concept, self-acceptance, and achievement has been studied extensively with varying results (see Hansford & Hattie, 1982). This variation may be attributable to the use of different self and achievement measures, ranges in the age of those studied, and not controlling for socioeconomic status, ethnicity/race, gender, or school effects. The main goal of my thesis was to estimate the strength of the relationship between self-esteem, and achievement when gender, ethnicity/race, socioeconomic status, aspects of the parent-child relationship and school contextual effects were controlled. Analyses were conducted on two large data sets. The first was taken from the National Educational Longitudinal Study (NELS) - 1988 and consists of 21,039 grade 8 students sampled from the United States. The second data set was taken from the School-Based Prevention Project (SBPP) - 1995 and consists of 6,795 grade 8 through 12 students from 20 schools in British Columbia, Canada. For both data sets, 7 of 10 items from the Rosenberg Self-Esteem Scale (1965) were used to measure self-esteem. Analyses of the NELS data set yielded three notable findings: (1) the strength of the self-esteem/ achievement relationship is not equivalent across gender-ethnic/racial groups, (2) the self-esteem/ achievement relationship varies when grades versus tests scores are used as achievement measures, and (3) the variability in self-esteem is largely within-schools. Variables controlled in these analyses were gender, ethnicity/race and socioeconomic status. Analyses of the SBPP data yielded four notable findings: (1) the strength of the self-esteem/ achievement relationship varies across a new measure of coping styles, (2) relational factors reduce the strength of the self-esteem/achievement relationship, (3) relational factors explain much more of the variance in self-esteem than does achievement, and (4) almost all the variance in self-esteem is within schools. Variables controlled in these analyses included gender, grade-level, socioeconomic status, perceptions of Mother's and Father's love, and coping styles. The theoretical implications of these results are discussed in terms of attachment theory (Ainsworth, 1969), coping styles (Horney, 1950), and the need to belong (Baumeister & Leary, 1995).

This study examined the levels of collective and personal self-esteem as well as the relationships between parental communications and self-esteem in college students in Japan (N= 260) and the U.S. (N= 286). The results showed that the U.S. students reported significantly higher collective self-esteem and higher personal self-esteem than did the Japanese students. Parental communications related to self-esteem differently among Japanese and the U.S. students. Japanese students who had more open communications with their mothers had higher collective and personal self-esteem, whereas those who had more open communications with their fathers had higher personal self-esteem. In contrast, for the U.S. students, more open communications with either their mothers or fathers was associated with both higher personal and collective self-esteem. / Department of Psychological Science

In this research four models derived from Terror Management Theory (TMT) were tested by using structural equation modeling.. These models were developed for testing different theoretical alternatives in relation to psychological mechanisms explaining the subjective well-being as an outcome of fear of death. The first two models were based on the original Terror Management Theory. The first supposed that death anxiety as a catalyst motivates individuals in two defenses: developing culturally committed personalities by validation of cultural worldview and thus enhancing self-esteem. The second indicated that every individual had two options in the face of death: enhancing their self-esteem or committing to cultural worldview, in turn, improves the well-being of the individual. The last two models were identified by taking attachment as an alternative variable. In the third model, attachment styles of the individuals were presented as a third defense mechanism in addition to self-esteem and cultural worldview in TMT. They were assumed as mediator variables in the model between fear of death and subjective well-being. The last model treated attachment as a mediator between fear of death and distal defenses of self-esteem and cultural worldview. The results indicated that only the last model was entirely supported.. The lack of support for the first two models might be an indicator of the invalidity of the model in cultures that are not individualistic. For the last two models, the results suggested that attachment was crucial in understanding the relationship between fear of death and subjective well-being from a TMT perspective.

Thesis (M.S.)--Miami University, Dept. of Family Studies and Social Work, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 26-27).

The aim was to investigate how different types of work identity (personal/collective) predict two types of self-esteem (personal/organizational). A digital survey was sent out to different organizations within the public sector. The survey was based on four well established instruments, and were answered by 64 persons (age M = 39.1, SD = 12.5). In line with one of our hypothesis it was shown that collective compared to personal work identity in higher degree predicted organizational based self-esteem. There was also a weak tendency to significant result indicating that personal compared to collective work identity in higher degree predicted personal self-esteem. In sum, results are in line with previous research reporting that the way we see our self-worth is reflected by the way others think of us.

本研究關心多探討內隱自尊之下，內隱自尊與外顯自尊之落差對憂鬱的影響。近代憂鬱心理病理研究，大多支持憂鬱症患者具有低外顯自尊，然而自尊是多重面向的構念，根據認知雙元模式，自尊依據能否透過意識覺察分為內隱與外顯兩層面，本研究期望以過去自尊與憂鬱相關理論及實徵研究為基礎，進一步探討除了外顯自尊，內隱與外顯自尊之落差對憂鬱的影響，由此更全面地瞭解自尊在憂鬱心理病理的作用。由於內隱自尊是不受意識控制的潛在歷程，受到外在壓力事件促發而彰顯，因此本研究會納入壓力作為探討內外自尊落差影響憂鬱之考量，另，探索內外自尊落差對憂鬱的預測性也是本研究的主要目的。故本研究欲了解在壓力事件下是否彰顯自尊落差對憂鬱脆弱性的預測效果，並控制外顯自尊與壓力的作用以得知自尊落差對憂鬱是否具有獨特貢獻性。研究對象採用120位的大學生，測量憂鬱、外顯自尊程度和進行內隱自尊測量，並追蹤一個月所經歷生活壓力事件程度及憂鬱程度。研究結果有幾項主要的發現：（1）外顯自尊與壓力的交互作用對憂鬱有顯著預測性；（2）控制外顯自尊與壓力的交互作用後，內隱與外顯自尊之落差和壓力的交互作用對憂鬱具有預測性。研究貢獻在於支持內隱與外顯自尊的落差在壓力事件下對憂鬱具有增益效度。 / The main purpose of the study was to examine the predictive effect of the discrepancy between implicit and explicit self-esteem with stressful life events on depression. Explicit self-esteem has claimed to be an important factor in the development and maintenance of depression. Recently, it has suggested that implicit self-esteem, and the discrepancy between implicit and explicit self-esteem, could also relate to depression. There were several theories about the effects of explicit and implicit self-esteem on depression. First, the dysfunctional self-attitudes underlying depression operate in an implicit fashion, and the implicit negative cognitive styles increase one’s risk for depression following stressful life events. Second, the discrepancy between implicit and explicit self-esteem reflects on the nature of self-discrepancy and self-esteem instability, which is relate to cognitive vulnerability to depression. In addition, the effect of implicit self-esteem on depression was still indistinct. Accordingly, we hope to consider the effect of implicit self-esteem and more clearly present the theoretical importance of the effect of the relationship between implicit and explicit self-esteem on depression. Participants were 120 college students. Implicit self-esteem was assessed using the Implicit Association Test, whereas explicit self-esteem was measured using a self-reporting questionnaire: Rosenberg Self-Esteem Scale. The Beck Depression Inventory were completed to measure symptoms of depression, and the Life Events Scale for College Students was to measure the stress they have undergone four weeks follow-up. The results indicated that explicit self-esteem interacted with life stress to predict prospective changes in depression. Furthermore, after controlling the effect of explicit self-esteem and life stress, and the interaction of explicit self-esteem with life stress , the size of the discrepancy between implicit and explicit self-esteem interacted with life stress to remain a unique predictor of depression over the four-week prospective interval. Together, these findings provide new insights into the relationship of implicit and explicit self-esteem with depression.