Η έννοια του εαυτού, με βασικές συνιστώσες την αυτοεκτίμηση και την αυτοαντίληψη έχει κατά τις τελευταίες αποτελέσει αντικείμενο έντονης ερευνητικής δραστηριότητας. Οι παράγοντες που επηρεάζουν τισ δύο αυτές συνιστώσες είναι πολλοί ανάμεσά τουσ και η πολιτισμική ταυτότητα του ατόμου. Όπως είναι γνωστό η κοινωνία μας μετατρέπεται σε διαπολιτισμική με αποτέλεσμα η ανάγκη για περαιτέρω έρευνα να είναι μεγάλη. Σύμφωνα με τα παραπάνω, η πτυχιακή μου εργασία πραγματεύεται τις έννοιες της αυτοεκτίμησης και της αυτοαντίληψης Ελλήνων και αλλοδαπών μαθητών τησ Ε' τάξης του δημοτικού σε συνάρτηση με τις προσδοκίες των συμμαθητών τους. Επιπρόσθετα αυτό που εξετάζεται στην παρούσα εργασία είναι και ο βαθμός που οι μαθητές αυτοί ανταποκρίνονται στισ προσδοκίες που έχουν από αυτούς οι συμμαθητές τους. / The selfmeaning, with major components selfesteem and selfconcept has been an object of intense research activity during the last decades. There are many factors that infect these two components, such as a person's cultural identity. As it is known, our society turns out to be a multinational society and as a result of that,the need for more research is huge. According to the paragraph above, this project refers to the Greek and foreign students' selfesteem and selfconcept in relation to their classmates' expectations. In addition, the grade of respons to these expectations will be examined in this project.

This study discusses the self-steem and self-concept perceived by Spanish adolescents through the Millon Adolescent Personality Inventoty (M.A.P.I.). The participants were 342/ 364 adolescent of both sexes between 13 and 18 years, divided into two age groups (13-15 and 16-18 years old). All scored significantly low in self-steeem or self-concept for their development. Results showed that these adolescents were socially unconfortable, annoyed with their school responsabilities, insecure, annoyed with their body image, emotionally weak and exhibited low academic achievement. / Este estudio tiene como objetivo el análisis de la autoestima y del autoconcepto percibido por los adolescentes españoles a través del Millon Adolescent Personality Inventoty (M.A.P.I.). Los participantes fueron 342/364 adolescentes, entre 13 y 18 años, divididos en dos grupos de edades  (13-15 y 16-18 años), de ambos sexos, y que de una forma signicativa, perciben su autoestima o autoconcepto poco gratificante para su desarrollo. Los resultados denotan que estos adolescentes se muestran incómodos socialmente, molestos con sus obligaciones escolares, inseguros, fastidiados con su imagen corporal, emocionalmente lábiles y con un inadecuado rendimiento académico.

Introduktion: Livskvalitén och välbefinnandet hos ungdomar med övervikt kan vara nedsatt men vissa menar att det är synen på sig själv som kan vara den avgörande faktorn för måendet. Självkonceptet är ett begrepp som omfattar individens uppfattning om sig själv. Personens självvärde och ideala själv ingår samt upplevelsen av personligheten och kroppen och synen på sig själv utifrån ett sammanhang. För att kunna stötta ungdomar med övervikt till en livsstilsförändring behöver distriktsköterskan ha en god kunskap om ungdomarnas situation och syn på sig själva. Syfte: Belysa självkoncept hos överviktiga ungdomar Metod: En litteraturstudie utfördes där nio artiklar valdes och granskades enligt Polit & Becks niostegsmodell. Innehållsanalys gjordes enligt Graneheim och Lundman. Resultat: Resultatet redovisas i fem kategorier: Självkoncept i relation till den egna kroppen, Självkoncept i relation till prestationer, Yttre faktorer påverkar självkonceptet, Copingstrategier används för att bevara självkonceptet och Det finns skillnader mellan kön. Konklusion: Många faktorer påverkar självkonceptet hos ungdomarna med övervikt och att ha kunskap om dessa gör att distriktsköterskan kan arbeta för att förbättra ungdomarnas bild av dom själva vilket leder till bättre mående.

Orientador: Edison Duarte / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-14T03:52:06Z (GMT). No. of bitstreams: 1 DallaDea_VanessaHelenaSantana..pdf: 3851905 bytes, checksum: 1d7d86fbc72570d86b3f20477a8aed51 (MD5) Previous issue date: 2009 / Resumo: Com o aumento da população idosa, o estudo de atividades que buscam proporcionar bem estar físico e psicológico é fundamental. Este trabalho teve como objetivo analisar as alterações e correlações entre autoconceito e capacidades físicas de idosos, com a prática da atividade física durante um ano. Participaram do estudo 130 sujeitos com idade de 60 a 88 anos (média 65,59 e +- 8,26), sendo 32,58% com diagnóstico médico de depressão, confirmado pela Escala de Depressão de Idosos (FIATORE e NELSON, 1996) por meio de Regressão Logística. Para a avaliação do Autoconceito foi utilizada a Escala Fatorial de Autoconceito (TAMAYO, 1981), e foram também realizadas avaliações referentes à força muscular, flexibilidade corporal, equilíbrio estático e dinâmico e resistência aeróbia. As medidas foram realizadas em quatro momentos; antes da intervenção, em intervalos de aproximadamente quatro meses e ao final de um ano. Para a análise dos dados foram utilizadas as seguintes análises estatísticas: Análise de Variância com nível de significância <0,05, Teste de Tukey e a Correlação de Pearson. Os resultados mostram que não houve alterações significativas das capacidades físicas. A ANOVA mostra melhoras significativas no autoconceito geral dos idosos, assim como nos fatores: segurança pessoal, atitude social, ético-moral, percepção da aparência física e receptividade social. Todas estas alterações foram verificadas no grupo de mulheres depressivas e mulheres não depressivas. Não foram encontradas diferenças no autoconceito dos homens depressivos. No grupo de homens não depressivos alterações significativas foram encontradas nos itens segurança pessoal e no autoconceito geral. Correlações entre autoconceito e capacidades físicas altamente significativas foram encontradas apenas no grupo depressivo masculino. Concluí-se que o programa de atividade física proporcionou a manutenção das capacidades físicas e melhorou significativamente o autoconceito dos idosos independente de serem / Abstract: With the increasing elderly population, the study of activities they propose to provide physical and psychological wellbeing is essential. This study aimed to analyze the changes and correlations between selfconcept and physical capabilities of older people, with the practice of physical activity for one year.Study participants were 130 subjects aged 60 to 88 years (average 65.59 +- 8.26), and 32.58% with medical diagnosis of depression, confirmed by the scale of depression of the elderly (Fiatore and Nelson, 1996) using logistic regression. For the evaluation we used the Selfconcept Scale Factor(Tamayo, 1981), and assessment of muscle strength, body flexibility, balance and static and dynamic aerobic endurance.The measurements were performed on four occasions, before the intervention, at intervals of approximately 4 months and the end of one year. For data analysis were used the following statistical analysis: analysis of variance with significance level <0.05, Tukey test and Pearson's correlation. The results show that no significant changes in physical abilities. The ANOVA showed significant improvements in generally selfconcept the elderly, as well as factors: personal safety, social behavior, ethical-moral, physical appearance and perception of social acceptability. All these changes were observed in the group of depressive women and not depressive women. There were no differences in selfconcept of depressive men. In the group of not depressive men significant changes were found on items at security personnel and general selfconcept. Highly significant correlations between selfconcept and physical abilities were only in the depressed men group.Concluded that the program of physical activity that the maintenance of physical capacity and significantly improved the selfconcept independent of the elderly are depressed or not depressed. / Universidade Estadual de Campi / Atividade Fisica, Adaptação e Saude / Doutor em Educação Física

Made available in DSpace on 2014-12-17T15:38:56Z (GMT). No. of bitstreams: 1 AnaRLM.pdf: 556105 bytes, checksum: b04dd2200938b302f4a898f81a582a24 (MD5) Previous issue date: 2004-06-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Our professional everyday life, as a psychologist, we often come across the narrative made by women of a permanent suffering experience in loving and sexual relation. This checking created questions which indicated to the questioned experience singularity, taking into account the historic and cultural aspects (genre and romantic love) that seemed to permeate such an experience. The conduction given to this research was guided by the following question: how is to the woman the experience of going on suffering on loving and sexual relation? Therefore, the objective was to understand that experience. Were carried out with six women that were living the experience which intend to investigate. The narrative, in according to the purposal by Walter Benjamin was the access tool to the experience. The narrative analysis shows the singularity of constant suffering experience on loving relation as well as common aspects. It is remarkable the presence of relative questions to the genre and romantic loving dimension, influencing the way as the interviewed women perceive themselves on the existence and realize the loving suffering which experience. Women reveal several ways of expressing and perceiving to the loving suffering which is common the manifestation of several physical and psychic symptoms. The most participants had experiences of protected familiar contact of feeling development of low self-esteem, disability, unstableness and fear. We realize that the suffering of interviewed women, on loving relation, it revels, above all, a way of being in the world, perveiving themselves, marked by solitude fear, lovelessness, leading the life itself giving origin to the lifestyle and of really new loving. Thus, we emphasize the importance of greater engagement of professionals and institutions which deal with the thematic this research in order to develop actions that consider its complexity. We also emphasize new reflections about the loving suffering so that different sense possibilities can emerge propitiating a greater comprehension of human subjectivity / Em nosso cotidiano profissional, como psic?loga, deparamo-nos, freq?entemente, com a narra??o feita por mulheres de uma experi?ncia de sofrimento permanente, na rela??o amorosa. Essa constata??o gerou indaga??es que apontavam para a singularidade da experi?ncia em quest?o, considerando-se os aspectos culturais e hist?ricos (g?nero e amor-rom?ntico) que pareciam permear tal experi?ncia. O encaminhamento dado a esta pesquisa foi norteado pela seguinte quest?o: como ? para a mulher a experi?ncia de permanecer sofrendo na rela??o amorosa? O objetivo, portanto, foi compreender essa experi?ncia. Foram realizadas entrevistas semi-abertas com seis mulheres que estavam vivendo a experi?ncia que buscamos investigar. A narrativa, tal como proposta por Walter Benjamin foi o instrumento de acesso ? experi?ncia. A an?lise das narrativas evidencia a singularidade da experi?ncia de sofrimento constante na rela??o amorosa bem como aspectos comuns. ? marcante a presen?a de quest?es relativas ? dimens?o de g?nero e do amor-rom?ntico, influenciando a forma como as mulheres entrevistadas se percebem na exist?ncia e d?o sentido ao sofrimento amoroso que vivenciam. As mulheres revelam diversas formas de expressar e perceber o sofrimento amoroso, sendo comum a manifesta??o de v?rios sintomas f?sicos e ps?quicos. V?rias participantes tiveram experi?ncias de conv?vio familiar favorecedor do desenvolvimento de sentimentos de baixa auto-estima, incapacidade, inseguran?a e medo. Entendemos que o sofrimento das mulheres entrevistadas, na rela??o amorosa, revela, sobretudo, um modo de estar no mundo, de perceber-se, marcado pelo medo da solid?o, do desamor, de empunhar a pr?pria vida, dando origem a um modo de viver e de amar realmente novos. Salientamos assim a import?ncia de haver maior empenho dos profissionais e institui??es que lidam com a tem?tica desta pesquisa, no sentido de desenvolver a??es que considerem sua complexidade. Tamb?m enfatizamos a necessidade de novas reflex?es sobre o sofrimento amoroso, a fim de que diferentes possibilidades de sentido possam emergir, propiciando uma maior compreens?o da subjetividade humana

Text in Afrikaans / Die doel van die ondersoek was om insig in die leefwereld van die leergestremde adolessent te bekom, ten einde probleemareas wat doeltreffende aanpassing in die leefwereld verhinder, bloot te le. In die probleemontleding het die volgende aspekte na vore getree: Daar is 'n groeiende bewuswording onder navorsers dat die sosiaalemosionele probleme wat die leergestremde adolessent ervaar, duideliker aangespreek moet word. Die noodsaaklikheid om die leergestremde adolessent vir volwassenheid voor te berei, word toenemend besef. In die literatuurstudie is die tydperk van adolessensie, leergestremdheid as fenomeen, en die leefwereld van die leergestremde adolessent onderskeidelik bespreek. Enkele gevolgtrekkinge word aangestip: Adolessensie word gekenmerk deur fisiese, kognitiewe, affektiewe, sosiale en morele ontwikkeling. Hierdie veranderinge hou implikasies in vir die adolessent se uitvoer van ontwikkelingstake, die ontplooiing van die selfkonsep en die groei na onafhanklikheid. Die fenomeen leergestremdheid openbaar 'n komplekse aard wat 'n persoon in sy totaliteit raak. Die manifestasies van leergestremdheid betrek die akademiese vordering sowel as die sosiaal-emosionele ontwikkeling van die individu. Die leergestremde adolessent se aanpassing in sy leefwereld word nadelig beinvloed deur sosiale vaardigheidstekorte, interpersoonlike verhoudingsprobleme, 'n gebrekkige selfkonsep, emosionele probleme, die gebruik van verdedigingsmeganismes en 'n verminderde strewe na onafhanklikheid. In die empiriese ondersoek is inligting oor die leergestremde adolessent se interpersoonlike verhoudinge, selfkonsep en emosionaliteit bekom. In die interpretasie van die data is veranderlikes waar die leergestremde ado l essente swakker aanpassing as die normal e populasie getoon het, eerstens geidentifiseer. Verskille wat by die leergestremde adolessente ten opsigte van geslag en ouderdomsgroep voorgekom het, is vervolgens uitgelig. Ten slotte is 'n faktorontleding uitgevoer ten einde 'n gemeenskaplikheid tussen die onderskeie veranderlikes te bepaal. Op grond van die bevindinge uit die literatuur en die empiriese studie, is riglyne vir hulpverlening geformuleer. Die navorsingsbevindinge is veral van belang vir onderwysers, ouers en ander opvoeders wat met die leergestremde adolessent gemoeid is. / The purpose of the study was to gain insight into the life-world of the learning disabled adolescent in order to reveal problems which prevent effective adjustment in the life-world. In the analysis of the problem the following aspects were prominent: It is recognised that the social-emotional problems experienced by the learning disabled adolescent should be addressed in greater depth. The need to prepare the learning disabled adolescent for adulthood is realised. In the literature study the period of adolescence, learning disabilities as a phenomenon, and the life-world of the learning disabled adolescent were discussed. The following conclusions can be mentioned: Adolescence is characterised by physical, cognitive, emotional, social and moral development. These changes have implications for the adolescent's accomplishment of developmental tasks, the development of the self-concept and the grow towards independence. Learning disabilities as a phenomenon reveals a complex nature that affects the total person. The manifestations of learning disabilities involve the academic progress and the social-emotional development of the individual. The adjustment of the learning disabled adolescent in his lifeworld is adversely affected by deficits in social skills, problematic interpersonal relationships, an inadequate self-concept, emotional problems, the use of defence mechanisms and an insufficient strive towards independence. In the empirical investigation information was obtained about the learning disabled adolescent's interpersonal relationships, self-concept and emotionality. In the interpretation of the data variables were identified where the learning disabled adolescents showed poorer adjustment than the normal population. Differences between learning disabled adolescents with regard to age and sex were highlighted next. Finally, a factor analysis was carried out to determine whether a communality exists among the respective variables. On the basis of the findings of the literature and the empirical study, guidelines for the rendering of aid were formulated. The research findings are especially important to teachers, parents and other educators involved with the learning disabled adolescent. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / Die doel van die ondersoek was om insig in die leefwereld van die leergestremde adolessent te bekom, ten einde probleemareas wat doeltreffende aanpassing in die leefwereld verhinder, bloot te le. In die probleemontleding het die volgende aspekte na vore getree: Daar is 'n groeiende bewuswording onder navorsers dat die sosiaalemosionele probleme wat die leergestremde adolessent ervaar, duideliker aangespreek moet word. Die noodsaaklikheid om die leergestremde adolessent vir volwassenheid voor te berei, word toenemend besef. In die literatuurstudie is die tydperk van adolessensie, leergestremdheid as fenomeen, en die leefwereld van die leergestremde adolessent onderskeidelik bespreek. Enkele gevolgtrekkinge word aangestip: Adolessensie word gekenmerk deur fisiese, kognitiewe, affektiewe, sosiale en morele ontwikkeling. Hierdie veranderinge hou implikasies in vir die adolessent se uitvoer van ontwikkelingstake, die ontplooiing van die selfkonsep en die groei na onafhanklikheid. Die fenomeen leergestremdheid openbaar 'n komplekse aard wat 'n persoon in sy totaliteit raak. Die manifestasies van leergestremdheid betrek die akademiese vordering sowel as die sosiaal-emosionele ontwikkeling van die individu. Die leergestremde adolessent se aanpassing in sy leefwereld word nadelig beinvloed deur sosiale vaardigheidstekorte, interpersoonlike verhoudingsprobleme, 'n gebrekkige selfkonsep, emosionele probleme, die gebruik van verdedigingsmeganismes en 'n verminderde strewe na onafhanklikheid. In die empiriese ondersoek is inligting oor die leergestremde adolessent se interpersoonlike verhoudinge, selfkonsep en emosionaliteit bekom. In die interpretasie van die data is veranderlikes waar die leergestremde ado l essente swakker aanpassing as die normal e populasie getoon het, eerstens geidentifiseer. Verskille wat by die leergestremde adolessente ten opsigte van geslag en ouderdomsgroep voorgekom het, is vervolgens uitgelig. Ten slotte is 'n faktorontleding uitgevoer ten einde 'n gemeenskaplikheid tussen die onderskeie veranderlikes te bepaal. Op grond van die bevindinge uit die literatuur en die empiriese studie, is riglyne vir hulpverlening geformuleer. Die navorsingsbevindinge is veral van belang vir onderwysers, ouers en ander opvoeders wat met die leergestremde adolessent gemoeid is. / The purpose of the study was to gain insight into the life-world of the learning disabled adolescent in order to reveal problems which prevent effective adjustment in the life-world. In the analysis of the problem the following aspects were prominent: It is recognised that the social-emotional problems experienced by the learning disabled adolescent should be addressed in greater depth. The need to prepare the learning disabled adolescent for adulthood is realised. In the literature study the period of adolescence, learning disabilities as a phenomenon, and the life-world of the learning disabled adolescent were discussed. The following conclusions can be mentioned: Adolescence is characterised by physical, cognitive, emotional, social and moral development. These changes have implications for the adolescent's accomplishment of developmental tasks, the development of the self-concept and the grow towards independence. Learning disabilities as a phenomenon reveals a complex nature that affects the total person. The manifestations of learning disabilities involve the academic progress and the social-emotional development of the individual. The adjustment of the learning disabled adolescent in his lifeworld is adversely affected by deficits in social skills, problematic interpersonal relationships, an inadequate self-concept, emotional problems, the use of defence mechanisms and an insufficient strive towards independence. In the empirical investigation information was obtained about the learning disabled adolescent's interpersonal relationships, self-concept and emotionality. In the interpretation of the data variables were identified where the learning disabled adolescents showed poorer adjustment than the normal population. Differences between learning disabled adolescents with regard to age and sex were highlighted next. Finally, a factor analysis was carried out to determine whether a communality exists among the respective variables. On the basis of the findings of the literature and the empirical study, guidelines for the rendering of aid were formulated. The research findings are especially important to teachers, parents and other educators involved with the learning disabled adolescent. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

El objetivo de la presente investigación fue determinar la relación entre el autoconcepto y las motivaciones ocupacionales en estudiantes universitarios de Barranca. La muestra estuvo conformada por 343 estudiantes con edades comprendidas entre 18 a 23 años (M= 20, DE=1.21), de los cuales el 63.8% son mujeres. La investigación es de carácter cuantitativo y de diseño metodológico descriptivo-correlacional no experimental. Los instrumentos aplicados fueron la Escala de Autoconcepto Forma 5 de Bustos, Oliver & Galiana (2015), y la Escala de Motivaciones Ocupacionales de Ramos (2013). Entre los principales resultados se halló que existe una relación estadísticamente significativa entre dos dimensiones de la motivación: Desarrollo y gratificación y Realización y autonomía con la dimensión académica del autoconcepto (rs=.21 y rs=.28). Esto llevó a concluir que a mayor valoración de la capacidad académica, existiría mayor motivación para elegir una carrera u ocupación que le brinde al estudiante satisfacción personal y que a su vez le permita aportar y servir a su comunidad. / The goal of this research was to determine the relationship between self-concept and occupational motivations in university students from Barranca. The sample consisted of 343 students aged between 18 to 23 years (M= 20, SD = 1.21), of which 63.8% are women. The research is quantitative in nature and has a non-experimental descriptive-correlational methodological design. The instruments applied were the Form 5 Self-Concept by Ramos (2013). Among the main results, it was found that there is a statistically significant relationship between two dimensions of motivation: Development and gratification and Achievement and autonomy with the academic dimension of self-concept (rs=.21 y rs=.28). This led to conclude that a higher valuation of academic ability, there would be greater motivation to choose a career or occupation that gives the student personal satisfaction and that in turn allows him to contribute and serve his community. / Tesis

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Life orientation is fundamental in empowering learners to live meaningful lives. Life-skills education and training forms part of life orientation and helps to address the abovementioned aspect. Life-skills education and training falls under the most recent and powerful approaches in handling psychological problems. It strives to adapt the principles of psychology and social science into teachable skills to ensure intra-personal effectiveness and improve the general quality of peoples' lives. The aim of this pilot study was to alter The Path programme to design and develop an intrapersonal life-skills programme aimed at enhancing the self-concept of youth offenders. The intervention research model of Rothman and Thomas (1994) was employed as foundation for the design and development of The Altered Path programme. The intervention research model was chosen as it aimed at creating a means to address problems experienced by individuals and society. It strives to improve the life, health and well-being of individuals and society. This purposeful sampling consisted of six Afrikaans-speaking, male youth offenders from the Drakenstein Juvenile Centre. The Altered Path programme was implemented in three stages. The first stage consisted of sessions one to seven. The following topics were covered during this stage: introduction and programme orientation, conceptualisation of mission statements and elements, past personality influences and Cup of Sorrow, the Positive Prophecy and Talent Shield, the mission statement, the vision statement and goal setting. The second stage, which consisted of sessions eight and nine, entailed the training of the participants for service learning. The third stage entailed the implementation of the service learning process. The study found that The Altered Path programme could contribute towards a growth in intra-personal skills with regard to self-awareness, personal goal setting, spirituality, morals and values, self-esteem and self-regulation (both emotional and cognitive). The result of the intra-personal growth was that the interpersonal skills with regard to communication and helping skills of participants improved. In answer to the research question the finding was made that the intra-personal development positively affected the following dimensions of their self-concept: personal, ideal, cognitive, spiritual, social self and psychological self. In the light hereof the statement can be made that The Altered Path programme seems to have a positive effect on the overall self-concept of the participants. Conscious development of self-knowledge was identified as an element of the programme that could be refined to ensure that all participants develop self-knowledge in the same way during the field study.