The purpose for our study was to see whether reporting mothers and fathers safe base separately protects adolescents who are ethnically harassed from developing low self-esteem. To examine this, we use secondary longitudinal data with immigrant adolescents. In addition to bivariate correlations we ran two moderation regression analyses to test if perceived safe base from mothers or fathers could affect the link between ethnic harassment and self-esteem. Moreover, we wanted to see if perceiving safe base with either parent could change the level of self-esteem within the adolescent. The results showed significance when mothers safe base was tested as a moderator. However, this was not the case for the fathers. The findings in our study were discussed and compared to previous research. / Syftet med vår studie var att se om mammors och pappors säkra anknytning skyddar ungdomar som är etniskt trakasserade från att utveckla lågt självförtroende. För att undersöka detta använde vi longitudinell data med invandrarungdomar. Utöver bivariata korrelationer har vi genomfört två moderationsanalyser för att testa om en uppfattad säker anknytning till mammor eller pappor kan påverka sambandet mellan etniska trakasserier och självförtroende. Utöver detta ville vi se om uppfattad säker anknytning med ena föräldern kan ändra graden av självförtroende hos ungdomarna. Resultaten visade signifikanta resultat när mammors säkra anknytning testades som en moderator. Men detta var inte fallet för papporna. Resultaten i vår studie diskuterades och jämfördes med tidigare forskning.

This study evaluated the impact of acculturative stress and negative autostereotypes on the level of self-esteem and achievement motivation among subgroups of Hispanic college students. Subjects were classified by generational level as Second-generation (i.e., foreign-born parents), or Other (i.e., first-generation, foreign-born individuals, and third-generation, foreign-born grandparents;). By country/region of origin, subjects were divided into Central-Americans, Puerto-Ricans, Mexican, Mexican-Americans, and South Americans. Results showed that acculturative stress may facilitate loss of self-esteem particularly in Second-generation individuals, while negative autostereotypic attitudes may actually increase the student's level of motivation for achievement, particularly in Mexican-American individuals. Also, country/region of origin overall influenced negative autostereotypic attitudes.

This thesis offers a critical reflection of a study I initiated to enhance self-esteem for self-actualization. The research process involved enhancing my own self-esteem before facilitating the enhancement of the self-esteem of my participants. This endeavour included the simultaneous exposure given to researcher and researched, with the aim of helping to attain the respective transformative potentials of the latter. An action research methodology was used, intending to improve my own practice and to involve and learn from the participants in order for all relevant stakeholders to capitalize from the learning experience. Whilst undertaking this study, I learned to reflect on my values, attitudes and relationships with my learners. I also became aware of how individuals‟ perceptions of themselves can influence other aspects of their development. This awareness enabled me to become more sensitive to the emotional needs of the learners in my care and also led to a greater understanding of their individuality. I came to comprehend the impact of a positive self-esteem on the learning process that aided me in developing an understanding of the positive impact an enhanced self-esteem has on how my learners view themselves. In the course of the research, I developed an awareness of the need to create a caring practice centred on values of gentleness, respect, kindness, awareness and recognition of individual strengths. These afore-mentioned values are premised on the recognition and acknowledgement of basic human rights, inclusivity, equality and social justice; principles reflecting my own living standards. This heightened vii awareness influenced the ways I organized the learning and teaching process in my classroom. Enhancing my own self-esteem and those of my learners basically involved interchangeable interventions such as encouraging involvement, allocating responsibilities, creating opportunities for assertiveness and being generous with affirmation, praise and motivation. These endeavours occurred within a social constructivist approach, enabling participants to construct their own epistemologies within their respective ontologies. My findings offer new conceptualizations about how an enhanced self-esteem can help individuals realize their fullest potential.

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). / Arts, Faculty of / Psychology, Department of / Graduate

We analyze the memory of collective events in Peru and its relationship with Peruviannational identity in a middle-class sample from Lima (N = 81). Peruvian collective self- esteem and two dimensions of the Peruvian self-concept (Peruvians as proactive-capable and negative image of Peruvians) are related moderately to valence of historic characters remembered. Nevertheless, valence of remembered historical events was not associated to Peruvian national identity. Results also suggest that characters and events from 20th century comprise the majority of remembered instances, and 20th century instances are worse evaluated than characters and events from previous periods of Peruvian history. Results confirm a recency bias and a tendency to make more positive meaning attributions to distant eventsand characters than those made to more recent events. / Se analizan las relaciones entre la memoria de hechos colectivos en el Perú y la constitución de la identidad nacional peruana en 81 habitantes de clase media de Lima Metropolitana. La valencia positiva del recuerdo colectivo de personajes históricos, más no el de eventos, se asocia moderadamente a la autoestima colectiva y a dos dimensiones del autoconcepto colectivo (peruanos proactivos-capaces e imagen negativa de los peruanos). Se encontró que personajes y eventos del siglo XX conforman el porcentaje mayoritario de recuerdos colectivos, y en promedio personajes y eventos del siglo XX son peor evaluados que personajes y eventos previos a este siglo. Esto confirma la presencia de un sesgo de recencia y la tendencia a atribuir un significado más positivo a personajes y hechos que se recuerdan a largo plazo en contraposición con aquellos más recientes.

The purpose of this study was to explore the psychosocial phenomena of self-esteem in relation to gucose control in diabetic adolescent girls living in the Inland Empire. Three central themes emerged: body image, peer acceptance, and stress.

Thesis (M.A. (Psychology)) -- University of Limpopo, 2016. / Background: ADHD is a neurodevelopmental disorder affecting 3 – 7% of school age children. The core symptoms of ADHD, hyperactivity, impulsiveness and inattentiveness often cause problems in many aspects of life, including interpersonal relationships. The problems associated with the disorder may also lead to poor self-esteem. Objective: To assess the impact of attention-deficit/hyperactivity disorder (ADHD) symptoms on interpersonal skills and self-esteem in a non-referred sample of primary school children meeting criteria for a diagnosis of ADHD. Method: Eighty-two children with ADHD (6 – 13 years) were selected using a convenient sample screened from primary schools in the Limpopo Province and were compared to 82 children without significant ADHD symptoms, who match the ADHD children on age and gender. The children were screened and diagnosed using the Disruptive Behaviour Disorders rating scale (DBD). They were assessed on two instruments: The PHSF (Personal, Home, Self and Formal) relations questionnaire was used for the measurement of interpersonal relationship while self-esteem was measured using the self-concept inventory of the Beck Self-Concept Inventory for youths [BSCI-Y]. The scores obtained on the two scales were compared for significant differences between the ADHD group and the non-ADHD comparisons as a possible function of gender. Results: Children with ADHD scored significantly higher (p < 0.001) on the scale that measured problems with interpersonal relationships (PHSF) than the non-ADHD comparison group. There was no effect of gender. The measurement instrument for self esteem (BSCI-Y) indicated that the children with ADHD had higher self-esteem than their non-ADHD comparisons (p < 0.001). Gender did not affect the difference between the groups. Conclusion: The findings indicated that children, who are inattentive, impulsive and over active, which are symptoms of ADHD, will have poorer interpersonal relationships than children without the disorder. Findings from the result of the measurement of self-esteem indicated that children with ADHD could have higher self-esteem than children without ADHD. The latter is in contrast with findings of most studies and may be ascribed to an unrealistic self-concept because of the young age of the participants or possible cultural factors.

The purpose of this study was to evaluate post-burn adjustment in light of the self-esteem of child burn survivors. The study attempted to assess the viability of using a single, explicit self-report measure of self-esteem (Piers-Harris Children's Self-Concept Scale) as an index of post-burn adjustment. It appears that pediatric burn patients do not suffer a compromised self-concept secondary to the burn injury and, rather, are successful in incorporating their post-burn state, physically and psychologically, into a positive self-concept. It is suggested that evaluation of overall self-esteem incorporate a comprehensive picture of post-burn adjustment, based upon psychological and physiological parameters. Further research is justified and suggestions for future examinations are presented.

Det finns flera faktorer som påverkar elevers prestation inom matematik, bland annat elevers matematiska självkänsla. Denna pilotstudie utvecklar och diskuterar ett verktyg för att undersöka hur väl matematiklärare uppfattar sina elevers matematiska självkänsla. Frågeställningen som avsågs att försöka besvaras var följande: Hur väl stämmer matematiklärares uppfattningar om sina elevers matematiska självkänsla överens med elevens matematiska självkänsla?  Genom att granska elev-lärarsvarskombinationer undersöktes hur väl individuella elevers matematiska självkänsla uppfattades av sin matematiklärare. Resultatet påvisar att lärare summativt överskattar elevers matematiska självkänsla. Nollhypotesgranskning visar ej på någon tydlig trend då hälften av de undersökta elev-lärarsvarskombinationerna styrker nollhypotesen och hälften motsäger nollhypotesen. / There are several factors which affect students' performance in mathematics, including the students’ mathematical self-esteem. This pilot study tests a tool to examine mathematics teachers' perception of their students’ mathematical self esteem. The research question that was intended to be answered was the following:  How well do mathematics teachers' perceptions of their students' mathematical self-esteem agree with the students mathematical self-esteem?  By examining student-teacher response combinations through a null hypothesis, it was investigated how well individual students' mathematical self-esteem was perceived by their mathematics teacher. The results show that teachers summatively overestimate students' mathematical self-esteem. Null hypothesis review does not show any clear trend since half of the student-teacher response combinations examined confirmed the null hypothesis and half rejects the null hypothesis.

Objetivo: Determinar la asociación entre el sobrepeso/obesidad y la autoestima en universitarios de 19 a 24 años de una universidad privada de Lima. Metodología: Se llevó a cabo un estudio transversal analítico en el cual participaron 177 estudiantes de 19 a 24 años, estos fueron seleccionados por conveniencia. Se les aplicó el cuestionario de la Escala de Rosenberg de autollenado para medir la autoestima y se les realizó mediciones de peso y talla para calcular el índice de masa corporal (IMC). Resultados: Del total de alumnos, el 42,2% presentó sobrepeso/obesidad. No se encontró una asociación directa entre el IMC y autoestima, pero sí entre la edad y autoestima (p<0,005). Se encontró que los alumnos de 19 a 20 años fueron los que presentaron autoestima más baja y los de 23 a 24 años tenían una autoestima más alta. Asimismo, se encontró que en estudiantes de ciencias de la salud el nivel de autoestima es menor en el grupo de sobrepeso/obesidad que en el de peso normal, a diferencia de las demás carreras, donde no se encontraron estas diferencias. Por último, se encontró que en el grupo de 19 a 20 años sí existen diferencias en el puntaje de la Escala de Rosenberg entre los grupos de sobrepeso/obesidad y peso normal. Conclusiones: No se hallaron diferencias significativas acerca de la asociación entre sobrepeso/obesidad y baja autoestima en los jóvenes universitarios. Sin embargo, se encontró que la autoestima es menor a los 19 a 20 años y conforme aumenta la edad, la autoestima aumenta. / Background: To determine the association between overweight / obesity and self-esteem in university students aged 19 to 24 from a private university in Lima. Methods: An analytical cross-sectional study was carried out in which 177 students from 19 to 24 years old participated, they were selected for convenience. The self-filled Rosenberg Scale questionnaire was applied to measure self-esteem, and weight and height measurements were made to calculate the body mass index (BMI). Results: Of the total number of students, 42,2% were overweight/obese. A direct association was not found between BMI and self-esteem, but there was between age and self-esteem (p <0,005). It was found that students from 19 to 20 years old had the lowest self-esteem and those from 23 to 24 years old had the highest self-esteem. Likewise, it was found that in health science students the level of self-esteem is lower in the overweight/obesity group than in the normal weight group, unlike the careers, where these differences were not found. Finally, it was found that in the 19 to 20-year-old group there are differences in the Rosenberg Scale score between the overweight/obesity and normal weight groups. Conclusion: No significant differences were found regarding the association between overweight obesity and low self-esteem in young university students. However, it was found that self-esteem is lower at 19 to 20 years and as age increases, self-esteem also does. / Trabajo de investigación