This study examines how dance education can affect a dance student’s self-efficacy and self-concept. The purpose is to shine light on the students perspective on their education. It is also to help educators to get an understanding of and interest in students perspective so that they are included in the work of adjusting the education to help develop dance students self-efficacy and self-concept. The study was done with a Merleau-Ponty phenomenological perspective through four semi structured interviews which were transcribed and analysed from Steinar Kvales methods. The results show four main factors that can affect dance students self-efficacy and self-concept and these are: The relationship to members of the group, Feedback, Comparing to others and The relationship to teachers. Since this study is limited to the perspective of four students, further research needs to be done to verify if these factors are important to the bigger population of dance students.

Parental involvement has been found to be a significant influence in determining whether adolescents are more likely to succeed academically (Georgiou & Tourva, 2007). Amongst other influences, parental involvement has been shown to impact the ability to resist negative peer influence. Additionally, having a sense of belongingness influences the probability that an adolescent will aspire to achieve higher educational aspirations (Bouchard & Berg, 2017). However, researchers have yet to examine the combination of the importance of belongingness and the impact of positive peer influence on adolescents' educational aspirations. The present study aimed to investigate whether parental involvement had a significant effect on peer influence and belongingness on adolescents’ educational aspirations after controlling for gender and socioeconomic status. This study analyzed data collected as part of the NICHD-SECCYD comprehensive longitudinal study. Specifically, the effects of peer influence and belongingness on educational aspirations were analyzed in AMOS27, using a path analysis model with parental involvement as a predictor variable. Although, the results did not support that sense of belongingness has a significant influence on educational aspirations for self-concept in English and math, it did have a significant influence on self-concept. Furthermore, positive peer influence did not have a significant influence on educational aspirations for self-concept in English, math and sports. Additionally, results did not support sense of belongingness and peer influence as a mediator between parental involvement and educational aspiration. Nevertheless, findings supported that positive parental involvement does have a significant influence on educational aspirations.

A lo largo de los años, surgieron movimientos como el Body Positive para cuestionar los rígidos estándares de belleza, visualizar la diversidad en la imagen física y oponerse a los paradigmas en torno al exceso de peso. Es así como algunas marcas hedónicas incluyeron este movimiento en la publicidad a través de las modelos de tallas grandes para conectar con el público femenino. Sin embargo, se cuestiona si estas marcas comprenden los fundamentos de este movimiento, la influencia del autoconcepto del público objetivo y en qué aspectos podría afectar a la marca. La importancia de esta investigación radica en los aportes obtenidos, primero, en el ámbito publicitario al distinguir el papel inclusivo o mercantilista de las marcas hedónicas que buscan desestandarizar la belleza. En segundo lugar, en el ámbito psicológico, considera la influencia del autoconcepto de cada mujer y los estándares de belleza aún persistentes en el contexto peruano. El objetivo de la presente investigación es conocer cómo el Body Positive es usado como un recurso motivador de la intención de compra de las marcas hedónicas, sustentado en el caso de Cyzone y su campaña “Quiérete”. La metodología de investigación es de tipo cualitativa a través de las técnicas focus group y entrevistas a profundidad. La población en estudio son mujeres universitarias entre los 17 a 24 años de edad de Lima Metropolitana, quienes son consumidoras de Cyzone. / Over the years, movements arose like the Body Positive emerged to question rigid beauty standards, visualize diversity in the physical image, and oppose to the paradigms around being overweight. This is how some hedonic brands included this movement in advertising through plus-size models to connect with the female audience. However, it is questioned whether these brands understand the fundamentals of this movement, the influence of the target audience's self-concept and in what aspects it could affect the brand. The importance of this research lies in the contributions obtained, first, in the advertising field by distinguishing the inclusive or commercial role of hedonic brands that seek to de-standardize beauty. Second, in the psychological field, it considers the influence of each woman's self-concept and the still persistent beauty standards in the Peruvian context. The objective of this research is to know how the Body Positive is used as a motivating resource for the purchase intention of hedonic brands, supported by the case of Cyzone and its “Love yourself” campaign. The research methodology is qualitative through focus group techniques and in-depth interviews. The study population are university women between the ages of 17 and 24 from Metropolitan Lima, who are Cyzone consumers.

Regular gynecological screenings are critical for women in promotion of health and preventing diseases like cervical cancer. Despite the importance of such examinations, many women fail to adhere to recommended screening protocols. As a result, women experience an increased disease risk. The current study examined the relationship between patient-provider communication quality, skill, and empathy on pelvic exam seeking behavior and exam-related anxiety and satisfaction. Additionally, negative self-concept, perceived poor genital self-image, and various elements of the socio-physical clinic environment were explored to better understand their impact on a women’s care seeking behavior. A total of 350 women 19 through 80 years of age completed a one time, 15-minute online survey regarding their gynecological care seeking behavior. Ordered logistic regression analysis revealed that when controlling for demographic variables and self-concept scores satisfaction was significantly impacted by the quality of provider communication. Specifically, higher quality of communication likely increases satisfaction by 12% (coef = .77; odds ratio= 1.19 at a p< .01). Avoidance was significantly associated with greater provider empathy indicating a 9% decrease in avoidance is likely as empathy scores go up (coef = -.19; odds ratio= 0.96 at a p< .01). When controlling for various demographic factors, self-concept scores and provider communication were not shown to be significantly associated with patient anxiety. These findings suggest that enhancing provider communication quality and empathy may improve satisfaction and lessen patient avoidance. Results also indicate that women who have a more positive evaluation of their genital self-image were more likely to feel greater satisfaction concerning gynecological care. Thematic analysis of open-ended essay questions revealed several themes among 3 main areas: 1). Clinician Communication (active listening, explanation, empathic communication, & pace), 2). Social Environment (hospitality& being relational), and 3). Physical Environment (Privacy, Aesthetics, & Sensate Variables). Detailed explanation, empathetic communication, and not rushing patients through procedures all emerged as important components that may guard against patient anxiety. Results suggest that distress related to gynecological care could be mitigated by easily modifiable improvements to the environment like increasing the temperature of the exam rooms, opting for less harsh lighting, providing a place to hang or set clothing, and more thoughtful placement of baby pictures. Results also suggest that improvements to modesty concerns within the exam room, like larger cloth draping and gowns, may significantly improve the patient experience.

Il existe un lien bidirectionnel entre identité et mémoire, la mémoire autobiographique contenant toutes les informations qui permettent à un individu de se définir. Or, un point important de notre identité est de se définir en tant qu'homme ou femme. De plus, d'un point de vue cognitif, hommes et femmes présentent des différences de performances à un certain nombre de tâches dont des tâches de mémoire autobiographique. Dans cette thèse, nous avons souhaité investiguer à partir de méthodes comportementales et en neuroimagerie fonctionnelle les différences entre hommes et femmes dans la mémoire autobiographique épisodique et sémantique et ses liens avec l'identité, afin de déterminer si ces différences sont plutôt dues à des facteurs biologiques inhérents au sexe ou sociaux inhérents à l'identité de genre. Nos résultats convergent vers l'idée que l'identité de genre est plus déterminante que l'appartenance à un sexe dans la construction des souvenirs. / There is a bidirectional link between identity and memory because autobiographical memory contains all the information that allows an individual to define oneself. However an important matter about our identity is to be defined as a man or a woman. In addition, from a cognitive point of view, men and women show differencies in their performance in some tasks including autobiographical memory tasks. In this thesis, we wanted to investigate the differences between men and women in episodic and semantic autobiographical memory with behavioural and functional neuroimaging methods and their links with identity so as to determine if these differences are rather due to biological factors inherent to sex or to social factors inherent to gender identity. Our results converge on the idea that gender identity is more crucial than membership to one sex in the construction of memories.

The relationship of various measures of high school performance and a measure of the self-concept were examined for the 1970-71 senior male students at Intermountain School, Brigham City, Utah. Some significant correlations were found. Their junior year vocational training grade and grade point average were found to be significantly correlated to their self-definition score, as ere all but one of the teachers' subjective evaluations. General aptitude, reading ability, previous years at Intermountain, and class grouping were not found to show any significant correlation with the self-definition test score. Age was found to be correlated at the .01 level with the younger students having the higher self-definition scores.

This diploma thesis presents a new concept of nonattachment to self. The theoretical part consists of the introduction of a different conceptualization of the self in Western and Buddhist psychology and describes the historical background of nonattachment. It further describes the concept of nonattachment, on which the concept of nonattachment to self is based. This concept is further introduced in relation to self-related processes and its possible impact on mental health. The last chapter presents Czech and foreign scales measuring nonattachment (NAS, NAS-30-CZ, NAS-SF, NAS-SF-CZ) and nonattachment to self (NTS, NTS-CZ). The aim of the empirical part of the work was to perform a validation study of the Scale of Nonattachment to Self (NTS-CZ) on a Czech sample to verify its psychometric properties. A total of 125 respondents were administered an online questionnaire battery, which consisted of a total of 8 questionnaires: Nonattachment to Self Scale (NTS-CZ), Nonattachment Scale-Short Form (NAS-SF-CZ), Self-Compassion Scale (SCS-CZ), Patients Health Questionnaire-9 (PHQ-9), General Anxiety Disorder-7 (GAD-7), Five Facet Mindfulness Questionnaire, Short Form (FFMQ-15-CZ), Difficulties in Emotion Regulation Scale-SF (DERS-SF-CZ) and Life Satisfaction Scale (SWLS-CZ). Overall, the scale showed...

School engagement has garnered interest in the academic research as a protective factor from many undesirable academic outcomes in high school. Maladaptive engagement patterns may begin to form as early as elementary school, therefore examining early predictors may be helpful in trying to identify and remedy early patterns of disengagement. The current study investigated the significance of early school motivation, academic self-concept and the student-teacher relationship in predicting student-reported school engagement at the age of 15 after controlling for race, gender, socioeconomic status, previous attendance, and previous achievement. This study included participants from the National Institute of Child Health and Development (NICHD) Study of Early Child Care (SECC) a comprehensive research database. It was hypothesized that student reported motivation in grade 5 would predict student reported school engagement at age 15, and that English self-concept and math self-concept in grade 6 and at age 15 would mediate this relationship. Findings from the data supported these hypotheses, establishing a relationship between early motivation and later engagement. Additionally, self-concept in both English and math was found to mediate that relationship. Self-concept in English and math at both grade 6 and age 15 had mediating effects on the relationship between motivation and engagement. It was hypothesized that the student-teacher relationship in grade 6 and at age 15 would moderate the relationship between motivation and engagement. The data did not support this hypothesis. Limitations and suggestions for future research on motivation, engagement, and the student-teacher are discussed.

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The Whole thesis is in Afrikaans: Epilepsy is a phenomenon that can manifest in a variety of ways, which differ mainly in severity, appearance, aetiology, effect and control thereof. In this study a lack of knowledge and education about epilepsy is pointed out as a factor that was neglected over the years. It is of utmost importance to distinguish between three main categories of epilepsy as all three types have a restraining effect that may leave any learner vulnerable. The popular belief about the concept epilepsy until recently did not recognize the type of epilepsy where a disturbance in consciousness or relapse in consciousness only occurred as in the case with elementary partial attacks (temporal and frontal lobe epilepsy). Ignorance about temporal and frontal lobe epilepsy, as well as the fact that the physical symptoms of this type of epilepsy are very subtle in nature, may be the cause why acceptance of this condition has been slow or undervalued. In reality learners with lobe epilepsy are not regarded as disabled and should such a learner not be diagnosed and not receive the correct treatment, he/she will not be able to function optimally. The researcher has made a study of epilepsy as well as the physical, cognitive, emotional, social, self image impact on the learner in family and school context. The impact of epilepsy on the primary school learner was studied from a gestalt point of view. In this study the researcher employed both a quantitative and qualitative research approach. It was therefore fitting to formulate a research question and a hypothesis. The research question formulated for this study is as follows: What is the knowledge basis of teachers regarding learners with lobe epilepsy? The empirical study indicated that the researcher could provide an answer to the research question by way of semi-structured interviews that indicated that the knowledge basis of the teachers was not sufficient to identify learners with this phenomena. The researcher determined through these interviews that teachers experienced a need to extend their knowledge about temporal and frontal lobe epilepsy. The hypothesis formulated for this study is as follows: Should information and clear guidelines regarding the identification of a learner with lobe epilepsy be offered to teachers, the learner with lobe epilepsy would be identified timeously in the school system. The researcher did a pre-test on the knowledge levels on lobe epilepsy among teachers by way of questionnaires. The pre-test was followed by a structured information session after which an after-test was done by way of questionnaires to determine the change in the teachers’ knowledge basis. The empirical study showed that the teachers’ knowledge basis increased due to the information session offered to them. After this study the teachers could identify learners and refer them for diagnosis and treatment as a result of an increased knowledge basis about this phenomena. The study was followed up by guidelines offered to the teachers on identifying the primary school learner with temporal and frontal lobe epilepsy. / Thesis (DPhil (Social Work))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted