Thesis (M.Sc.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 61-68.

Thesis (M.A.)--Denver Seminary, 2006. / Abstract. Includes bibliographical references (leaves 39-48).

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 83-93). Also available in print.

Thesis (M.A.)--Denver Seminary, 2006. / Abstract. Includes bibliographical references (leaves 39-48).

Issues concerning the process of self-observation and the development of the observing self in everyday life were examined from behavioral and psychodynamic perspectives. Nine participants first acquired accurate self-observing skills in the laboratory setting based on a training program developed in previous studies. Once participants were able to observe laboratory behaviors accurately, participants self-observed day-to-day activities in the real life settings in which these behaviors occurred for six months. Subsequently, procedures for self-observing everyday life developed from participants experiences. Generalization of self-observation to behaviors participants had not been instructed to self-observe was also investigated. Lastly, the relationship of self-observation to self-awareness was studied.

M.Ed. / Nowadays more and more emphasis is placed on the importance of the so called "Emotional Intelligence" which include aspects like social skills, purposefulness, persistence, self-motivation, reliability and solid interpersonal relationships. Goleman (1996: xii) mentions qualities such as "self-control, zeal and persistence" and says that these qualities can be taught and learned irrespective of the individual's intellectual potential. The modern working force requires people who are reliable, adaptable and flexible so that they can cope with various circumstances in a multi-cultural society that is characterized by diversity. The aspects mentioned here, manifest in the different dimensions of the self-concept of the individual and it is therefore important to investigate the nature and the quality of the self-concept and endeavour to determine how this self-concept is established. For this reason the meta-theoretical and theoretical assumptions concerning self-concept were discussed and serve as a theoretical frame of reference for this study. The aim of this study is to determine if similarities exist between the selfconcept of the child and the self-concept of the parent and to investigate whether the self-concept of the parent is reflected in the self-concept of the child. The research design and methods are discussed as well as the validity and reliability of the questionnaire and the test sample. A quasi-experimental research design was employed to enable the researcher to gather measurable data. This approach was used in order to make numerous comparisons between the different groups. In this way it would be possible to identify possible differences as well as possible similarities between the self-concept of children and the self-concept of their parents. The design that was followed, included the use of an existing questionnaire which provides for the measuring of he self-concept on eight different scales. These scales correspond with the different aspects of the self-concept and include: the intellectual (academic) self-concept, the general social selfviii concept, the role of the family, the value orientation of the learner and the educator, the physical aspect, self-confidence, religion and the experience of frustration. The self-concept ,questionnaire (consisting of 46 items) was issued to 100 children. These children were identified in conjunction with the guidance teacher and they were subdivided into two groups namely those with a predominantly high self-concept and children with a predominantly low selfconcept. Children had to complete a questionnaire and see to it that the respective parents also complete questionnaires. Questionnaire items were drawn up, based on existing literature and research findings...

Pun Kit Ling. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 89-98. / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER I --- INTRODUCTION --- p.1 / Purpose of the study --- p.2 / Significance of the study --- p.3 / Chapter CHAPTER II --- LITERATURE REVIEW --- p.5 / Definition of self-concept --- p.6 / Significance of self-concept --- p.8 / Self-concept formation --- p.10 / Self-concept and significant others --- p.15 / Importance of parental evaluation and parent-parent agreement --- p.18 / Sex differences in the relationship of parental evaluations and their agreement to children's self-concept --- p.26 / Age differences in the relationship of parental evaluations and their agreement to children's self-concept --- p.30 / Measurement of self-concept --- p.32 / Chapter CHAPTER III --- METHOD --- p.35 / Subjects --- p.35 / Instruments --- p.38 / Procedure --- p.41 / Hypotheses --- p.41 / Data analyses --- p.42 / Chapter CHAPTER IV --- RESULT --- p.44 / Properties of instruments --- p.44 / Father's and mother's evaluations of children and children's self-concept --- p.47 / Parent-parent agreement and children's self- concept --- p.49 / Sex differences --- p.60 / Grade differences --- p.69 / Summary of findings --- p.73 / Chapter CHAPTER V --- DISCUSSION --- p.80 / Conclusion --- p.87 / REFERENCES --- p.89 / APPENDICES --- p.99

Virginia Sau Yee Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliograhical references (leaves 38-46).

Hu, Jing. / Thesis (M.Mus.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (p. 52-55). / Abstract also in Chinese. / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- Shame and Its Structure --- p.5 / Chapter 2.1 --- Shame: General Description --- p.5 / Chapter 2.2 --- Shame and Self-evaluations --- p.7 / Chapter 2.3 --- Self-image --- p.14 / Chapter 2.4 --- Parallels in Early Confucian Tradition --- p.16 / Chapter 2.5 --- Knowledge of Self-evaluations and Articulation of Self-evaluations --- p.20 / Chapter 3. --- Shame in Relation to Other People --- p.24 / Chapter 3.1 --- Observers and Imaginary Observers --- p.24 / Chapter 3.2 --- Shame Brought About by Other Parties --- p.28 / Chapter 3.3 --- Exposing Shameful Affairs to the Public --- p.30 / Chapter 3.4 --- Self-evaluations in Relation to Other People --- p.31 / Chapter > 3.4.1. --- Other People in the Formulation and Revision of Self-evaluaitions --- p.31 / Chapter > 3.4.2 --- Impacts from the Community --- p.33 / Chapter > 3.4.3 --- Chi and Social Standards in Early Chinese Thought --- p.34 / Chapter 4. --- The Role of Shame --- p.36 / Chapter 4.1 --- Shame Serves to Alert One to One´ةs Deficiencies --- p.37 / Chapter 4.2 --- Positive Responses to Shame --- p.38 / Chapter 4.2.1 --- Direct Improvement --- p.38 / Chapter 4.2.2 --- Positive Responses Involving a Third Party --- p.39 / Chapter 4.2.3 --- Passive Changing of Self-evaluations --- p.41 / Chapter 4.2.4 --- Revising Self-evaluations --- p.42 / Chapter 4.3 --- Responses to Chi in the Early Confucian tradition --- p.44 / Chapter 4.4 --- Scars Left by Shame --- p.46 / Chapter 4.5 --- The Destructive Effects of Shame --- p.48 / Chapter 5. --- Conclusion --- p.49 / Reference: --- p.52

Cognitive theories of depression include maladaptive thinking styles as depressive vulnerabilities. The hopelessness theory of depression (Abramson, Metalsky, & Alloy, 1989) particularly implicates stable and global attributions for negative events as influences upon depression. Positive event attributions are considered less influential, yet they have shown equal predictiveness to negative event attributions for depression-specific mood. Previous research has provided equivocal results largely because of cross-sectional design and modest psychometric properties of the measures. The present research aimed to: create a new instrument to measure optimistic and pessimistic attributions; test the relatedness of attributions for positive and negative events; and, clarify relationships of the scales with optimism and mood. Three studies were undertaken, all of which used structural equation modeling. Two cross-sectional studies, using 342 and 332 community participants respectively, developed and validated the Questionnaire of Explanatory Style (QES). A final longitudinal study with 250 community participants tested the predictive validity of the QES. Overall, six scales were developed, three of which were optimistic and three of which were negative. The scales were acceptable to community samples and had adequate psychometric properties. The optimistic scales were attributions for positive events and the negative scales were attributions for negative events rather than pessimistic scales. Cross-sectional results indicated that only one of the negative scales weakly directly predicted depression-specific mood, but all predicted general psychological distress. By contrast, the optimistic scales were more directly predictive of depression-specific mood, particularly the Positive Disposition scale. Longitudinal results indicated that two of the optimistic scales were the most important QES predictors of depression-specific mood two months later. The optimistic scale Positive Disposition appears most central to the prediction of both concurrent and subsequent depression-specific mood. The scale content represents explanations for positive events that are internal and stable characteristics. These may be construed as personal competencies to bring about positive outcomes. This scale is closely allied to measures of optimism. Findings affirm the importance of optimistic attributions to the understanding of depression-specific mood and provide a productive focus for therapeutic intervention and future research.