The problem of this study was to determine the degree of relationship among parental attitudes as perceived by the child, and the child's psychological adjustment,self-concept, and sociometric status. In addition, the relationships between each of the experimental variables were examined.

The specific problem confronted by this dissertation research is this: Do college students who are quite decided about their vocational choices have more developed and implemented self-concepts than do college students who are quite undecided about their vocational choices? If the decided students have more developed and implemented self-concepts than the undecided students, it can be logically reasoned that the developing and implementing of the self-concept is essential in the vocational choice process of college students. The purpose of this study is to resolve the problem concerning the possible self-conceptual differences between highly decided and highly undecided college students.

A number of clinicians have reported that narcissists show grandiosity in self-concept, and rage after receiving disconfirming feedback. This is the first empirical study to test these claims. Subjects with differing levels of narcissism and self-esteem were compared on distortion in self-perception and emotional reaction to negative feedback. Ninety-six college students predicted their levels of intelligence, attractiveness, and interpersonal understanding (empathy) as compared to their peers. Objective measures of these characteristics were obtained, and subjects' predictions, with their actual scores held constant, provided measures of reality distortion in selfperception. Subjects were given feedback comparing their predictions to objective measures at the end of the experiment, and reaction to feedback was assessed by comparing subjects' pre- and post-feedback scores on the Multiple Affect Adjective Checklist-Revised (Zuckerman & Lubin, 1985). Narcissists were expected to react to negative feedback with greater hostility than nonnarcissists. Narcissists evidenced significant distortion in perceptions of their own intelligence, attractiveness, and interpersonal understanding. This finding provided empirical evidence supporting the clinical phenomenon of grandiosity. Narcissists did not react with greater hostility after negative feedback, but as compared to nonnarcissists, they did react with less depression following negative feedback. This supported Kernberg's (1980) assertion that narcissists do not react to loss with depression. In contrast to the inflated self-image associated with narcissism, self-esteem was associated with a comparatively accurate view of self.

El presente estudio tuvo como objetivo analizar la correlación entre los niveles de autoconcepto y resiliencia en homosexuales adultos de Lima. Para ello, se evaluó una muestra de 122 participantes de ambos géneros; el 45.9% hombres (n=56) y el 54.1% mujeres (n=66) cuyas edades fluctúa entre los 18 y 67 años siendo la edad promedio 26 años (7.239). Asimismo, se les aplicó la Escala de Resiliencia de Wagnild y Young y la Escala de Autoconcepto Personal. Los resultados presentan evidencia de validez y confiabilidad de ambos instrumentos, además se presenta una correlación inversa altamente significativa (-.561**) entre ambas variables. Los resultados obtenidos fueron analizados y discutidos de acuerdo al objetivo planteado. / The objective of this study was to analyze the correlation between the levels of self-concept and resilience in adults homosexuals in Lima. For this, a sample of 122 participants of both genders was evaluated; 45.9% men (n = 56) and 54.1% women (n = 66) whose ages fluctuate between 18 and 67 years with the average age being 26 years (7.239). In addition, the Wagnild and Young Resilience Scale and the Personal Self-concept Scale were applied. The results present evidence of validity and reliability of both instruments, in addition a highly significant inverse correlation (-.561**) is presented between both variables. The results obtained were analyzed and discussed according to the proposed objective. / Tesis

The study called for the identification of a group of underachievers at the eleventh and tenth grade levels.

Social capital and self-concept were measured in a sample of 86 primarily African American female adolescents before and after participating in the Cool Girls, Inc. program, and in 89 comparison girls. Two dimensions of social capital (the diversity of girls’ social networks and the number of life domains in which girls were able to access help) were examined. It was hypothesized that participation in Cool Girls would be associated with increases in social capital and that this would mediate the relationship between participation in Cool Girls and increases in self-concept. Cool Girls participants experienced increases in social capital. Cool Girls and comparisons both experienced gains in most domains of self-concept, except for behavioral conduct, that were related to increases in number of help domains. Furthermore, there was a significant indirect effect of participation on social acceptance, global self-worth, and body image mediated through number of help domains. Implications are discussed.

The author drew on sociometer theory to propose that self-esteem is attuned to traits that garner others’ acceptance, and the traits that garner acceptance depend on one’s social role. Attunement of self-esteem refers to the linkage, or connection, between self-esteem and specific traits, which may be observed most clearly in the association between self-esteem and specific self-evaluations. In most roles, appearance and popularity determine acceptance, so self-esteem is most attuned to those traits. At the same time, interdependent social roles emphasize the value of communal qualities, so occupants of those roles have self-esteem that is more attuned to communal qualities than is the general norm. To avoid the biases of people's personal theories, attunement of self-esteem to particular traits was assessed indirectly via the correlation between self-esteem and self-ratings (Study 2), with cognitive accessibility measures (Study 3), by observing the responsiveness of people’s self-concepts to social cues about the self (Study 4), and with an experiment involving social decision-making (Study 5). As hypothesized, self-esteem was generally more attuned to appearances than communal qualities, but interdependent social roles predicted heightened attunement of self-esteem to qualities like kindness and understanding.

The study was to investigate the relationship among the students¡¦ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey study was conducted on sample consisted of 667 Taiwanese elementary school students with instruments including scales of teacher caring, self-concept, learning motivation. The results of this study were as follows: A. Students¡¦ perception of teacher caring are above average. In addition, perception of teacher safe caring is the highest and belongingness & love caring is the lowest. B. Both the 5th and 6th grade students need more teachers¡¦ esteem and self-actualization caring. Comparing with 6th grade student, the 5th students need more teacher caring. C. No difference between boys¡¦ and girls¡¦ perception of caring and caring needs . Both of them perceive more caring from women teachers. D. Students hope teachers give more belongingness & love, esteem, self-actualization and the whole caring in the future. E. The students who need more teachers caring have more positive self-concept and learning motivation.

The main purpose of this study was to understand whether students¡¦ emotional intelligence, self-concept and academic performance would influenced while they got along with their homeroom teacher. This study adopts Stratified Random Sampling, selecting the subjects from vocational high school students in Tainan county. A total of 331 (male 211, female 120) vocational high school students from nine classes of the 10 th, 11th, 12 th grades were sampled to respond to ¡§Scales of Homeroom Teacher¡¦s Emotional Intelligence¡¨, ¡§Scales of Student¡¦s Emotional Intelligence¡¨, and ¡§Scales of Self-Concept ¡¨, in which the students were guided by four male homeroom teachers and three female homeroom teachers. Subjects will be tested two times every six months, to explore whether their emotional intelligence, self-concept and academic performance will be influenced during the six months of getting along with their homeroom teacher. The employed methods included Descriptive Statistics, t-test, one-way ANOVA, Pearson Correlation Analysis, and Regression Analysis. The main findings of this study were as follows¡G 1¡BThere are positive correlations between the students¡¦ emotional intelligence ( before the test )¡Xthe expression of emotion and their academic performance ( after the test )¡XChinese and English . 2¡BThere are positive correlations between the students¡¦ emotional intelligence ( before and after the test)¡Xthe understanding of emotion, the expression of emotion, the adjustment of emotion and the employment of emotion and their self-concept ( before and after the test)¡Xthe self of family, morality, society, identity, criticizing,physiology, and psychology. 3¡BThere are positive correlations between the students¡¦self-concept ( before the test)¡Xthe family¡¦s self, the moral self, and their academic performance ( after the test )¡X English. There are also positive correlations between the students¡¦ self-concept¡Xthe self contentment, the self criticizing, and their academic performance. 4¡BThere are positive correlations between the students¡¦academic performance (before the test )¡X English and their self-concept ( after the test )¡Xthe moral self. There are also positive correlations between the students¡¦ academic performance--mathematics and their self-concept--the family¡¦s self and the self criticizing. 5¡BThere are positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ academic performance ( before and after the test ). But there are no positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ emotional intelligence ( before and after the test ) and their self-concept ( before and after the test ). 6¡BPart of the students¡¦ emotional intelligence ( before the test ), their self-concept ( before the test ), their family¡¦s income and academic performance ( after the test ) is influenced by their homeroom teacher¡¦s emotional intelligence.

Research question: How do you people with schizophrenia and their carers live with a diagnosis of schizophrenia? Research aim: To gain a greater understanding of the meaning and experience of schizophrenia. The objective of this phenomenological study was to explore the lived experience of schizophrenia. Sample: Self-selected sample of 35 participants (22 people with schizophrenia and 13 carers) recruited from the local community. . Data collection: 33 unstructured audiotaped interviews conducted in participants' own homes. In addition some participants completed diaries. Interviews were conducted in two stages: in stage one 10 participants were interviewed, transcripts were analysed and probes were fine tuned and in stage two these probes were used in the remaining interviews. Data analysis: Verbatim transcripts were analysed using the coding paradigm proposed by Strauss (1987), in conjunction with Burnard's (1991) 14 stage model of analysis. Inductive coding was used and respondent validation was completed. Findings: Stress was described as a major cause of schizophrenia. Some participants with schizophrenia described moving on in their lives, a factor associated with having a positive self-concept. Other participants with schizophrenia reported feeling stopped in their lives, which was associated with acceptance of the diagnosis, and having a negative self-concept. The most severe problems they reported were social and psychological. Male and female participants with schizophrenia were treated differently. Some participants with schizophrenia sought support while others chose isolation. Mental health nursing care was reported as coercive and disempowering. Carers described conflict within families, carer burden, and stress. Those who had been caregiving for longer appeared to have adapted and now experienced less stress and burden than others. Younger carers and carers who have been caregiving for a shorter time and were less willing to accept the caregiving role, reported more burden and stress. Conclusions: These findings suggest that a positive self-concept may be necessary to move on after the diagnosis of schizophrenia. The inability to move on may be a result of a negative self-concept or disempowering care. There was no partnership and no shared understanding of schizophrenia, or of care, between these participants with schizophrenia and nurses, or between these participants with schizophrenia and their carers, or between carers and nurses. Many of the participants' self-identified needs were not met. A new attitude displaying reluctance about a caregiving role may be emerging.