本研究探索台灣與東南亞籍跨國婚姻子女其自我概念、外表形象與族群認同之內涵及三者概念之間的關連性。本研究以質性研究方法進行，透過參與觀察、焦點團體以及個別深入訪談等多元方式從事資料蒐集並以歸納方式進行分析。本研究對象主要包括了五個類別的青少年：外表具有明顯族群特徵的跨國原生家庭青少年、外表不具有明顯族群特徵的跨國原生家庭青少年、外表具有明顯族群特徵的跨國繼親家庭青少年、親生父母皆為台灣人的跨國繼親家庭青少年以及特殊類別青少年。本研究產生幾項主要發現：(1) 跨國家庭青少年在自我概念上的形塑與一般青少年無異；他們皆能以抽象字眼描述自己，並運用多種不同面向以建構其自我概念。在當中，父母和同儕為影響其自我概念的重要他人。(2)外表亦為跨國家庭青少年自我概念的重要面向之一，尤其是女性。此外，跨國家庭青少年所持之審美觀與一般青少年並無明顯差異。(3)跨國家庭青少年均已發展出初步的族群認同，能選擇自身的族群身份以及運用族群相關線索來區分「我群」和「他群」。同時，外表特徵影響自身揭露族群身份的經驗與方式，具有明顯族群外表者較無彈性選擇族群身份界定與揭露方式。(4)對於擁有明顯族群外表特徵的跨國原生家庭青少年與特殊類別青少年而言，他人對其族群身份與外表特徵的評價，會明顯地對其自我概念產生雙重影響，其中性別亦為一個重要因素。對女性來說，明顯的族群外表特徵（例如膚色黑）容易降低她們對外表的自信。本研究的結果，期望能對跨國家庭及族群研究，相關決策者，以及台灣社會大眾做出有意義的貢獻。 / The aim of this research is to understand the relations among self-concept, ethnic identification and the perception of physical appearance in the adolescents from transnational families composed of Taiwanese and Southeast Asians. The study uses qualitative research methods to collect and analyze data, and the sample comprises five categories: the adolescents from transnational families with identifiable ethnic physical features, the adolescents from transnational families without identifiable ethnic physical features, the adolescents from transnational stepfamilies with identifiable ethnic physical features, the Taiwanese-born adolescents from transnational stepfamilies, and the special category. There are several findings from this research. First, the construction of self concept is similar between adolescents from transnational families and the general Taiwanese adolescents; they are able to describe themselves in abstract sense and present their self-concepts in multiple dimensions. Parents and peers are significant sources of influence in their construction of self concepts. Second, the perception of physical appearance is a significant aspect of self concept in adolescents from transnational families, and this is especially so to female adolescents. Moreover, the perceptions of beauty and physical appearance of adolescents from transnational families tend to coincide with those of the general Taiwanese adolescents. Third, the adolescents from transnational families have developed preliminary ethnic identities, which are shown by their abilities to indicate their ethnic memberships and to distinguish the ethnic in-groups from out-groups. Furthermore, physical appearance tends to affect the ways and experiences of revealing ethnic identities. Adolescents with identifiable ethnic physical features generally have less power to negotiate their ethnic identities. Fourth, to those adolescents from transnational families with identifiable ethnic physical features and the adolescent in the special category, others’ opinions of their ethnic memberships and their ethnically denoted physical appearances can powerfully shape their self-concepts, and gender acts as an important factor affecting this linkage. To the female adolescents from transnational families with identifiable ethnic features, their self-esteem is likely to be negatively influenced by their ethnically denoted physical appearances. The results of this study are expected to contribute to the academic fields of transnational family study and ethnicity, as well as to policy makers and the general Taiwanese society.

“Girl-on-girl” behaviour is portrayed as sexy, liberating, and edgy in contemporary popular culture, mass media, and public settings such as bars and parties. This study looked at the relation of women’s participation in public same-sex sexual behaviour (PSSSB), age, and sexual orientation (heterosexual versus some degree of same-sex orientation) with the following dependent variables: perceptions of PSSSB pressure, reasons for and feelings after engaging in PSSSB, sexual depression, sexual assertiveness, sexual self-efficacy, sexual locus of control, sexual monitoring, and use of PSSSB to explore sexual orientation. Of the 451 women (ages 19-40) who completed the online questionnaire, 54% reported having engaged in PSSSB. Most participants agreed that young women feel pressured to engage in PSSSB and listed media, popular culture, male friends, and peers as sources of this pressure. Exclusively heterosexual women who had engaged in PSSSB (n=100) reported significantly higher perceived social pressure, more subsequent negative feelings, higher sexual depression, greater external sexual locus of control, lower sexual assertiveness than all other participants, and lower scores on sexual self-efficacy than PSSSB women with same-sex orientations. Emerging adult, but not older heterosexual PSSSB women, had significantly higher sexual compliance scores. Heterosexual and same-sex orientation PSSSB women had the highest rates of sexual monitoring, and although their reasons for engaging in PSSSB were different, a majority of both listed alcohol and exploration as factors that contributed to their public girl-on-girl behaviour. Heterosexual women who had not engaged in PSSSB indicated the lowest rates of sexual exploration. Reasons for these differences are discussed. / Graduate

本研究主要的研究目的在探討青少年自我概念是否能在父母控制（父母心理控制、及父母行為控制）與青少年情緒困擾（焦慮、憂鬱、及憤怒）及偏差行為之間扮演中介的角色。以國中生與高中生共967人為研究對象，以父母心理控制量表、父母監控量表、自我概念量表、貝氏焦慮量表、青少年憂鬱量表、特質生氣量表、偏差行為量表等做為研究工具，再以描述統計、T檢定、皮爾遜積差相關、結構方程模式等統計方法進行分析，結果發現： (一)、 青少年知覺中等程度之父母心理控制與父母行為控制、中上程度之自我概念、低程度之情緒困擾與偏差行為。 (二)、 男、女生所知覺之父母心理控制、焦慮、及偏差行為，存在顯著差異。 (三)、 國、高中生所知覺之父母行為控制、自我概念、焦慮、憂鬱、憤怒、及偏差行為，存在顯著差異。 (四)、 青少年知覺之父母心理控制與其自我概念之間存在顯著負相關、父母行為控制與其自我概念之間存在顯著正相關；父母心理控制與父母行為控制之間存在顯著正相關。 (五)、 青少年自我概念與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著負相關。 (六)、 青少年知覺之父母心理控制與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著正相關。 (七)、 青少年知覺之父母行為控制與其焦慮、憂鬱、及憤怒之間，皆不存在顯著相關；青少年知覺之父母行為控制與其偏差行為之間，存在顯著負相關。 (八)、 「父母控制、青少年自我概念、與其情緒困擾及偏差行為間關係」理論模式，與由研究對象為觀察樣本所估計之模式達到適配。亦即將青少年自我概念納入模式後，青少年知覺之父母心理控制對其情緒困擾（焦慮、憂鬱、及憤怒）不再存在直接影響，僅透過青少年自我概念間接負向影響其情緒困擾與偏差行為；父母行為控制除了直接負向影響偏差行為之外，還透過青少年自我概念間接負向影響其情緒困擾與偏差行為。 本研究根據上述研究結果逕行討論，並提出建議，供後續相關研究與實務工作之參考。 / The main purpose of this study is to investigate whether adolescent’s self concept is able to mediate between parental control and adolescent’s emotional disturbance as well as disruptive behavior. Parental control includes psychological control and behavioral control. Emotional disturbance is composed of anxiety, depression and anger. A total of 967 secondary school students from grade 7 to grade 12 responded to the Parental Psychological Control Scale, Parental Monitoring Scale, Self Concept Scale, Anxiety Scale, Adolescent’s Depressive Scale, Anger Temperament Scale and Disruptive Behavior Scale to measure the parental psychological control, parental behavioral control, adolescent’s self concept, anxiety, depression, anger and disruptive behavior respectively. The data were conducted by descriptive statistics, T test, Pearson correlation, structural equation modeling. The major findings are as follows: 1. Adolescents perceived middle level of parental psychological control and behavioral control, upper middle level of self concept, and low level of emotional disturbance as well as disruptive behavior. 2. The parental psychological control, anxiety and disruptive behavior perceived by the male adolescents are significantly different from those perceived by the female adolescents. 3. The parental behavioral control, self concept, anxiety, depression, anger and disruptive behavior perceived by the junior high school students are significantly different from those perceived by the senior high school students. 4. Parental psychological control and behavioral control have the significantly negative and positive correlation with self concept respectively. Parental psychological control is positively correlated with behavioral control significantly. 5. Self concept is negatively correlated with emotional disturbance and disruptive behavior. 6. Parental psychological control is positively correlated with emotional disturbance and disruptive behavior. 7. Parental behavioral control is negatively correlated with disruptive behavior, however, have no significant correlation with emotional disturbance. 8. The SEM results showed that the proposed “model of relations among parental control and adolescents' self concept, emotional disturbance and disruptive behavior” fit the collected data well. That means when considering self concept in model, parental psychological control no longer affects emotional disturbance directly, but, negatively influences emotional disturbance and disruptive behavior via self concept indirectly. Parental behavior control owns the similar indirect influence like psychological control, besides, affects disruptive behavior directly. In accordance with the findings, researcher raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.

The purpose of this study is to investigate the relationship between some of selected affective characteristics of high school students related to physics lesson and their physics achievement in electricity concept. These affective characteristics of the students includes their interest in physics, importance of physics, enjoyment of extra-curricular activities related to physics, physics course anxiety, physics test anxiety, achievement motivation in physics, student motivation in physics, self-efficacy in physics and self-concept in physics. Two causal models explaining the direction of the relationship between these affective characteristics and physics achievement was hypothesized and tested. A questionnaire consisted of 10 sub-dimensions was used in order to determine the affective characteristics of high school students. The achievement scores were obtained by using Ninth Grade Electricity Test developed by the researcher. The Ninth Grade Electricity Test includes 29 items about the electricity concept. The Ninth Grade Electricity Test and the Affective Characteristics Scale were administered to 1457 students in 22 foreign language high schools in Ankara when they start to tenth grade in 2004-2005 academic year. The researcher was the data collector and was present in the class during administration of scale and test. The preliminary analyses were conducted by using Excel and SPSS 10.0 and the confirmatory analysis and testing of the hypothesized structural models were conducted by LISREL 8.30 for Windows. The findings indicated that achievement in physics has a significant effect on high school students&rsquo / affective characteristics. Since, affective characteristics of students are effective on achievement in later years, they should be firmly formed at high school years. Besides, affective characteristics should be improved whether they have an effect on achievement or not, because they have an effect on persistence in from of selection of courses which also may give the chance of being successful in a subject to a student.

Thesis (Ph. D.)--Uniformed Services University of the Health Sciences, 2005. / Typescript (photocopy).

The aim of the research was to establish the emotional experiences of adolescents who experience a discrepancy between their self-concept and ideal self-concept. An empirical investigation was carried out in order to establish the relationship that exists between the self-concept and the ideal self-concept of adolescents and certain emotions they experience. The investigation further identified the emotions that are prominent in the case of a discrepancy between the self-concept and the ideal self-concept. A Self-concept, Ideal Self-concept and Emotional Profile Index Questionnaire were completed by 250 adolescents. Trust and sociability showed the strongest positive correlations and depression, distrust and aggression the strongest negative correlations with aspects of the self-concept. In most instances no relationship existed between the ideal self-concept of adolescents and the emotions they experience. In terms of a discrepancy between the self-concept and the ideal self-concept, results indicated that trust was the most prominent positive emotion and depression, aggression and distrust the most prominent negative emotions. / Psychology of Education / M. Ed. (Guidance and Counselling)

This thesis deals with the involvement of people with intellectual disabilities in a work activity, whether in employment or occupational therapy and the impact of this activity on their own self mentally handicapped person. The work is focused on the description of the circumstances that accompany the current issues of persons with intellectual disabilities and their integration into society as part of their participation in the labour market. Further, there is also prepared a theme of self-concept and its description in terms of humanistic psychology. The very aim of the research work is to determine what area of life of persons with intellectual disabilities is changed the most after their entry into employment or after the beginning of the execution of vocational rehabilitation. How these changes influence the self-identity of these persons. The research part will bring the survey of the most important areas of self-concept changes that individuals acquired after the entry into employment or occupational therapy.

The theoretical part of the thesis should bring us into the issue followed by subsequent analysis and comparison of body modifications such as piercings, microdermal implants, tattoos and corsets in the socio-cultural discourse. The following section should be focused on the differences between ethnic cultures with respect to the issue outlined. The output of the practical part is based on theoretical knowledge, basic manual should be the final product, which would introduce the issue of deliberate physical transformation of the main points to the general public.

This dissertation presents the findings of a qualitative study on understanding the motivating factors underlying repeat attendance in market research studies and the ways in which repeat attendance participants are recruited to take part in such studies. The study was approached from an interpretivist paradigm, employing the self-determination theory and the theory of self-concept maintenance. Purposive sampling was applied. The data was collected by conducting eight semi-structured interviews with participants who had taken part in numerous market research studies. Through thematic analysis, sub themes were identified from the data, combined into second-level themes and grouped into the following three overarching themes: (1) participation motivation; (2) honesty/dishonesty; and (3) recruitment procedures. It was found that participants were not only motivated by extrinsic motivators such as incentives, but that intrinsic motivators were also present. Furthermore, a level of dishonesty was also evident, not only among the participants, but among the recruiters as well. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

The doctoral dissertation deals with the description and analysis of healthy self-esteem in terms of its formation; influences that enter into the process of formation and possibilities of the healthy self-esteem development in the school environment with regard to social, cultural and religious context in which the student lives. The theoretical part of the thesis on the basis of literature compiled the most fundamental assumptions and circumstances that largely affect pupil's confidence and contribute to its development in a positive sense. Attention is paid to themes theoretical definition of the concept of self and internal influences that act on the formation of self-esteem. Family, school and peer group are presented as a major social and cultural external influences, together with a religious context influencing the formation of self-esteem. The performance is a phenomenological theory of Chris Mruk shows the issue of confidence in more complex form. The theoretical part is concluded by outlining the possibilities for the development of healthy self-esteem in school through the pupil )including peer mediation) and analysis of some international research which raises questions for a Czech context. The aim of the research is to determine whether and to what extent has felt self-esteem,...