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A variety of risk factors for bulimia nervosa have been proposed including both environmental factors (e.g., family environment) and personal characteristics (e.g., body dissatisfaction, self-esteem, and perfectionism). The main goal of this study was to further examine the relationship between body satisfaction, self-esteem, and perfectionism in the development of bulimic symptoms. A confirmatory factor analysis on the construct of perfectionism was conducted to determine if it was best explained as a unidimensional or a multidimensional construct. Perfectionism was best explained as a construct consisting of three factors--normal perfectionism, neurotic perfectionism, and orderliness. The relationship between body satisfaction, self-esteem, and perfectionism in the development of bulimic behaviors was also examined using structural equation modeling. We did not find support for a hypothesized three-way interaction among body satisfaction, self-esteem, and neurotic perfectionism in the development of bulimic behavior. We did find support for a pair of two-way interactions predicting bulimic behaviors. Interactions between body satisfaction and self-esteem and body satisfaction and neurotic perfectionism were predicitve of bulimic symptom development.

One of the major concerns of counselling psychology is to foster development rather than to simply remediate problems. One of the emotions through which proactive development might be facilitated is pride. Pride has potential connections to achievement motivation, care and attention toward work, task persistence, self-competence, esteem, and general productive well-being within a social context. The purpose of this study was to describe children's conceptions of pride in the anticipation that knowing about these conceptions would help indicate ways for counsellors to intervene. Using phenomenography, a descriptive research methodology that emphasizes conceptions of things experienced, child participants in Grades 2, 4, and 7 were interviewed to determine their conceptions of pride. The children were invited to talk about pride, mainly by telling stories of experiences with pride. The resulting narratives were analyzed to sift out all qualitatively distinct categories of meaning for pride, mapping the general domain of the emotion. Eight distinct conceptions emerged, including three active or doing conceptions (achieving, acting ethically, and acting independently) and five having conceptions (possessing, having a desired attribute or ability, belonging, having special status, and pride by association). All conceptions were represented in all three grades sampled, with no outstanding age- or gender-related differences. Research results contribute to our knowledge of how children experience and comprehend pride, and point toward educational and psychological implications for those who parent, educate, or counsel children.

In this work we were trying to disclose children and adolescents values and self-esteem connection with the learning achievements of music. Tasks: 1. Ascertain children and adolescents self-esteem, orientation of values, psychic self-feeling in music lessons connection with the learning achievements of music. 2. Ascertain children and adolescents self-esteem, orientation of values, psychic self-feelings, achievements and difficulties of learning music connection with the interest of music. 3. Compare children and adolescence, girls and boys, interests of music, orientation of values, psychic self-feeling in music lessons, the difficulties of learning music, self-esteem and achievements of learning music. The methods of research: sociological, psychological, studying and analyzing pedagogic literature, forming. 200 schoolchildren in the investigation participated: 100 children and 100 adolescents. Research results confirmed the hypotheses that when music achievements are growing up the psychic self-feeling is better, it is more interesting, (r = 0,234, p = 0,001), pleasantly (r = 0,234, p = 0,001), successful (r = 0,217, p = 0,002) and like to learn music more (r = 0,211, p = 0,003). Research results confirmed the second hypotheses. It was found out, that when music achievements are growing up the self-esteem is getting better. Adolescents evaluate themselves only for “industry” parameter (r = 0,323, p = 0,001). Children evaluate themselves “capable” (r = 0,437, p = 0,000)... [to full text]

The novelty and urgency of this work is dictated by the fact that there are not much research work dedicated to the Lithuanian pre-school and primary school children popularity and self-esteem comparative analysis. The purpose of the work was to establish find the connections (relationships) between the popularity and stimulation of self-esteem in the children of same age of pre-school groups and primary school classes. The following methods were used in the study: scientific literature analysis; method of sociometric (two-steps social priority estimation methods, by B.T.R. Williams and J.D. Gilmour, 1994); questionnaire for the inquiry on self-esteem, psychological well-being, and orientation towards moral values, developed by D. Beresnevičienė (1995), and adopted to the children of the appropriate age; computer data processing (SPSS software package); descriptive statistics. Samplings use in the study was as follows: 208 children under the research, among which 91 children were chosen from the pre-school group (average age of 6 years) and 117 children (average age of 9 years) from the third-grade class of the schools of Kaunas town. Conclusions: the study has proven a hypothesis that in judging about the self-esteem, according to two parameters, namely that of “nice” (r = -0,162, p < 0,05) and that of “industrious” (the learning criterions) (r = -0,165, p < 0,05), the role of the self-esteem manifests itself in the following manner: the higher the self-esteem, the less is... [to full text]

In face-to-face contexts, individuals typically make one social comparison per day and make more self-enhancing downward comparisons (to worse-off others) than potentially threatening upward comparisons (to better-off others). However, online social networks such as Facebook may be radically altering these standards. In two studies, I examined the frequency, direction, and impact of social comparisons on Facebook, and investigated potential moderating factors, including self-esteem. Participants reported making more upward than downward Facebook comparisons (Studies 1 and 2) and made an average of four comparisons in a 20-minute Facebook session (Study 2). Both low self-esteem and being motivated to log onto Facebook to get information with others predict making more comparisons on Facebook (Study 1) and participants with lower self-esteem may feel worse about themselves after making both upward and downward Facebook comparisons compared to their higher self-esteem peers (Study 2).

Romantic relationship dissolution has been implicated in the onset of mood disorders (Monroe et al.,1999; Overbeek et al., 2003). It is therefore imperative that researchers and mental health professionals have an understanding of the factors that contribute to dysfunctional responses so as to assist vulnerable individuals with developing healthy strategies for coping with relationship dissolution. Prior research on the relationship between initiator status (i.e., who ended the relationship) and subsequent emotional distress has been mixed, with multiple researchers finding that a person's level of distress was unrelated to whether he or she ended the relationship. I hypothesized that the effect of initiator status on post-break-up distress would vary as a function of trait self-esteem such that individuals with low self-esteem would experience more distress after being rejected by their partners, whereas individuals with high self-esteem would be no more distressed after a rejection than after acting as the rejecter. I tested this hypothesis using two designs. First, I used a prospective, naturalistic design in which university students were assessed for emotional responses following the dissolution of their romantic relationships. Those who had self-reported lower trait self esteem at the outset of the study experienced higher levels of break-up-specific distress. On the other hand, those who had reported higher trait self-esteem did not exhibit differing distress levels as a function of who ended the relationship. This pattern was replicated in a laboratory design in which university students imagined breaking up with their partners. Participants with low trait self-esteem experienced more negative mood, reported lower state self-esteem, and evaluated themselves more negatively after a scenario in which they were rejected as compared to a scenario in which they rejected their partners. Participants with high self-esteem did not differ on any of these variables as a function of rejection condition. Results are discussed in terms of the theoretical implications for understanding self-esteem processes and the effects of romantic rejection. Implications for interventions for individuals with low self-esteem who are coping with romantic rejection are also explored. / Thesis (Ph.D, Psychology) -- Queen's University, 2007-07-12 12:36:26.478

This doctoral thesis describes a program of research that investigated the social psychological consequences of being a victim of discrimination. A series of four experiments with women, Asians, and Blacks examined how disadvantaged group numbers perceive the discrimination that confronts them. These experiments first established that disadvantaged group members sometimes perceive discrimination but more often, minimize the discrimination that is directed at them personally. Second, the results explain why disadvantaged group members are inclined to minimize their personal experience with discrimination, Experiments 1 and 2 demonstrate that by minimizing discrimination, disadvantaged group members protect their state self-esteem in the social domain, and maintain the perception of control over social and performance outcomes in their lives. Experiment 3 indicates that when there is any ambiguity about having been discriminated against, disadvantaged group members who are low in performance self-esteem but higher in social self-esteem are especially inclined to minimize personal discrimination. Experiment 4 further reveals that disadvantaged group members who are high in performance perceived control and high in social perceived control are particularly prone to minimize discrimination in an achievement context. Thus, disadvantaged group members minimize the discrimination that confronts them because the consequences of doing so, are, on balance, psychologically beneficial. Three of the four psychological processes associated with minimizing personal discrimination are those typically linked with better psychological adjustment: high social self-esteem, high performance perceived control, and high social perceived control.