The aim of the research was to determine the relationship between the self-concept of student teachers and their interpersonal relationships. A literature survey focused on these two variables. This was followed by an empirical investigation involving 300 students. Findings include: A significant, positive correlation was found between selfconcept and interpersonal relationships for males and females and for all three year groups involved. Significant, positive correlations were also found between: cognitive self-concept and relationships with lecturers; self-concepts of male students and relationships with parents; self-concepts of female students and relationships with lecturers. For all three year groups the relationships with lecturers contributed most to their self-concepts. For males, the emotional self-concept; and for females, the cognitive self-concept contributed significantly towards their interpersonal relationships. For first and second-year students, the social self-concept contributed most towards their interpersonal relationships; while for third-year students, the cognitive self-concept contributed significantly towards interpersonal relationships. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of this study was to gain insight into whether inattentive, hyperactive/ impulsive, and depressive symptoms differ among young adolescents with negative, accurate, or positive self-perceptions of their academic and social competence. Current literature suggests that elementary-age children with ADHD display overly positive self-perceptions, often referred to as the positive illusory bias (PIB; Owens, Goldfine, Evangelista, Hoza, & Kaiser, 2007). Self-reports of academic and social self-concept were compared to teacher ratings and test scores for 164 middle school students in an effort to determine if the PIB was present within this sample. Inattentive and hyperactive/impulsive symptoms were found to be significantly higher among the positive self-perception group in the academic domain with teacher ratings as the indicator of competence, while depressive symptoms were found to be significantly higher among the negative self-perception group. In the social domain, only inattentive symptoms were shown to be significantly higher in the positive self-perception group compared to the negative and accurate groups. Interestingly, there were no significant differences between groups with achievement test scores as the indicator of academic competence. These findings provide information about the PIB in young adolescents, an understudied group. Implications related to research and practice are also presented.

This study investigated the variance in subjective well-being (SWB) of early adolescents (n = 54) exposed to a positive psychology intervention aimed at increasing positive affect and life satisfaction as well as decreasing negative affect through intentional activities (e.g., gratitude journals, acts of kindness, use of character strengths, optimistic thinking). Understanding how to increase SWB among youth is important because of its associations with positive indicators of psychological and academic functioning. However, prior research is limited regarding interventions targeting SWB in youth and excludes the relation of common factors of therapeutic change. Based on the literature regarding therapeutic change, youth factors (i.e., parent support, social self-efficacy), therapeutic alliance, and participant expectancy for change were investigated to determine possible relation beyond the effects of intervention. Results of simultaneous multiple regression analyses indicate that specific common factors (i.e., expectancy, child-rated alliance, social self-efficacy), but not the SWB intervention, significantly relate to positive affect; further, data trends indicate the probable relation of positive psychology intervention to life satisfaction. Other data trends and indications for future research are discussed.

The purpose of this study was to investigate perceptions of academic and social competence among adolescents with a continuum of inattentive and hyperactive/impulsive symptoms. Past literature suggests that children with Attention-Deficit/Hyperactivity Disorder (ADHD) display self-perceptions that are overly positive compared to external indicators of competence, a phenomenon that is referred to as the positive illusory bias (PIB; Owens, Goldfine, Evangelista, Hoza, & Kaiser, 2007). The PIB is well supported among children with ADHD, and recent research suggests that the PIB persists into adolescence. To date, research on the PIB has relied on difference scores (i.e., an indicator of competence is subtracted from student self-ratings); however, difference scores suffer from numerous methodological limitations (Edwards, 2002). The current study investigated the relationship between self and teacher ratings of academic and social competence and inattentive, hyperactive/impulsive, and overall ADHD symptoms among a diverse sample of 395 students and their teachers. Polynomial regression and response surface methods were used to account for self and teacher ratings separately and decrease reliance on differences scores. These methods have been recommended to answer complex questions related to agreement and disagreement between ratings. The results of this study suggest that some adolescents with ADHD symptoms demonstrate the PIB, while others perceive their impairments and rate themselves as having low competence aligned with teacher ratings. Accurate ratings of low competence were more common within the academic domain than the social domain for students with overall ADHD symptoms as well as specific inattentive and hyperactive/impulsive symptoms. Results within the social domain indicate that all ADHD symptoms increased more sharply as the discrepancy between self and teacher ratings increased. Student overestimation of competence in both the academic and social domains was shown to be more predictive of high inattentive symptoms compared to hyperactive/impulsive symptoms. These findings suggest this new analysis approach allowed for a more nuanced understanding of the complex relationship between student and teacher competence ratings and ADHD symptoms. Gaining a better understanding of the PIB through this improved methodology has the potential to influence assessment and intervention practices among school psychologists, and to contribute to future research in this area. This study contributes to the literature by being the first to (1) examine the PIB in relation to a range of general and specific ADHD symptoms, (2) use polynomial regression/response surface methods to address limitations of difference scores, and (3) explore the PIB among a school-based sample of adolescents.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 29-34).

I denna undersökning med (N=255) deltagare undersöktes sambanden mellan strategier för socialt självbedrägeri, narcissistiska personlighetsdrag, uppmärksamhetssökande samt personers subjektiva uppfattning av generell självkänsla på plattformen Facebook. Vidare undersöktes dessa aspekters samband med mängd tid spenderad på Facebook samt antal vänner på Facebook. Ett mätinstrument konstruerades för att fånga två huvuddimensioner för socialt självbedrägeri, situating och persuasive enligt Roy Dings (2017) teori. En exploratorisk faktoranalys resulterade i endast en dimension och tre multipla regressionsanalyser visade att de tre aspekterna predicerade användandet av strategier för socialt självbedrägeri där narcissistiska personlighetsdrag var starkast kopplat. Låg självkänsla var kopplat till att personer spenderade mer tid på Facebook och narcissism till att ha ett större antal vänner på Facebook. Det visade sig även att personer oavsett ålder använde sig av strategier för socialt självbedrägeri på Facebook i ungefär samma utsträckning. Avslutningsvis diskuteras begränsningar och uppslag för framtida forskning. / This study with (N=255) test subjects, examined the relations between strategies for social self-deception, narcissistic personality traits, attention-seeking and the test subjects' perceived self-esteem on Facebook. Furthermore, it examined how these three aspects related to time spent on Facebook and number of friends on Facebook. A measuring tool was constructed to capture two main dimensions - 'situating' and 'persuasive', as per Roy Dings (2017) theory. An exploratory factor analysis resulted in only one dimension, and three multiple regression analyses showed that the three aspects did predict the usage of strategies for social self-deception, with narcissistic personality traits being the strongest predictor. Low self-esteem correlated to spending more time on Facebook, and narcissism correlated to having a higher number of friends on Facebook. Another discovery was that people, regardless of age, were nearly equally likely to use strategies for social self-deception on Facebook. Finally, limitations and suggestions for future studies are discussed.

The aim of the research was to determine the relationship between the self-concept of student teachers and their interpersonal relationships. A literature survey focused on these two variables. This was followed by an empirical investigation involving 300 students. Findings include: A significant, positive correlation was found between selfconcept and interpersonal relationships for males and females and for all three year groups involved. Significant, positive correlations were also found between: cognitive self-concept and relationships with lecturers; self-concepts of male students and relationships with parents; self-concepts of female students and relationships with lecturers. For all three year groups the relationships with lecturers contributed most to their self-concepts. For males, the emotional self-concept; and for females, the cognitive self-concept contributed significantly towards their interpersonal relationships. For first and second-year students, the social self-concept contributed most towards their interpersonal relationships; while for third-year students, the cognitive self-concept contributed significantly towards interpersonal relationships. / Psychology of Education / M. Ed. (Psychology of Education)

This dissertation is a qualitative interview study conducted with staff and residents at Sparrow Rainbow Village, an HIV/AIDS community. The purpose of this research was to explore the perception of the role of music held by members for their community, and specifically its role in creating a sense of community, as well as to investigate the implications these perceptions might have for setting up a community music therapy project. The interviews revealed a struggle with establishing a community identity that embraced health, as well as feeling isolated from the greater community. Music was seen as a means of bringing people together both within the community and serving to bridge the gap with the wider community and in so doing, empowering both communities simultaneously. / Dissertation (MMus (Music Therapy))--University of Pretoria, 2008. / Music / unrestricted

This thesis is focused on quality of life theme, satisfaction with life topic and social self- efficacy subject, with emphasizing of the acquired brain injury context and specific and unique brain injury consequences. Thesis is based on theoretical fundament of all mentioned concepts, but mainly there are actual quantitative data and results of quality of life, satisfaction with life and social self-efficacy and other-efficacy in the framework of acquired brain injury research sample in Czech Republic. Not only description of quality of different life parts subjective perception, but also search of possible relationships strength between quality of life and social efficacy has been probed. All of these has been used in application of lots of standardized and also new questionnaire and methods. Keywords: acquired brain injury, quality of life, satisfaction with life, social self-efficacy, social other- efficacy

Disruption is a phenomenon that has gained the attention of a broad and diverse range of academic disciplines. Building on this work we propose that disruptions are by no means solely destructive but rather have productive consequences. We aim to establish disruption as a starting point for the analysis of formulas of societal self-description. In this, epistemological and aesthetic aspects of disturbances will be focused since these moments of interruption or loss of order evoke efforts of theoretical or practical consolidation of the social sphere. After discussing the history of experimentalization of the life sciences, we point out how art can be understood as an experimental system that integrates and explores the function of disruption. Second, the relationship between factual and fictional knowledge and how both impact on society through the fabrication of different worlds are to be questioned. Finally, we will argue that art such as literature, film, modern theatre, or performances use disruptions as a tool, with which the perception of the past, present and future and of the society itself can be shaped. They achieve this by employing powerfully repercussive narratives that construct political and socio-cultural coherence through the symbolic re-integration of imaginary or real disruptive incidents.