Browsing by Subject "Self-esteem in adolescence"
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Item Determining positive indicators of math-specific self-esteem in Hispanic students(Texas Tech University, 2000-08) Reyna, Blanch StellaNot availableItem Family factors, self-esteem, peer involvement, and adolescent alcohol misuse(Texas Tech University, 2003-05) Curry, Lynn E.Since the 1960s, there has been an increase in the number of single-parent families resulting, in part, from the rise in divorce (Simons, 1996). It is widely believed that the nuclear family stmcture is best for optimal child development and any deviation from that environment could only prove detrimental for the children involved (Amato & Keith, 1991a; Kitson & Holmes, 1992; Simons, 1996). Studies support that behef and indicate that children from divorced families demonstrate more problem behavior and lower psychological well-being than children from two parent families (Hetherington, 1989). This study examines national data regarding these issues to compare single parent with two parent families.Item Sex-typing, contingent self-esteem, and peer relations among adolescents [sic] males(2009-05) Lamb, Lindsay Marie, 1981-; Bigler, Rebecca S.; Neff, KristinCurrent theoretical accounts of gender role development argue that children are active participants in their own and their peers' gender role development (Liben & Bigler, 2002; Ruble, Martin, & Szkrybalo, 2002). Specifically, children have been reported to bully peers whose behaviors do not conform to gender norms (Ruble & Martin, 2002). Gender-related bullying is especially problematic among adolescent boys who use gay-baiting (calling a boy gay when he does something atypical of his gender) to publicly harm male peers whose behaviors are incongruent with society's definition of masculinity (Pollack, 1998; Kimmel, 2003a; Kimmel, 2003b). Relationships among endorsing traditional masculine gender roles for the self-and others, contingent self-esteem, gender-based bullying, and academic performance have been hinted at in the literature, although there has not been a study connecting these themes. The purpose of this dissertation, therefore, is to determine the relations among (a) endorsing traditional masculine gender roles via sex-typing of the self and others, (b) contingent self-esteem, (c) gender-related bullying, and (d) academic success. In addition, I propose and test the notion that contingent self-esteem mediates the relationship between sex-typing of the self and others and gender-related bullying (perpetrators and victims). Participants included 103 7th grade boys (31 European Americans, 72 Latinos) who reported on (a) their personal sex-typed attitudes (OAT-PM) and sex-typed attitudes towards others (OAT-AM), (b) levels of contingent self-esteem, and (c) gender-related bullying (perpetrators and victims) in the spring of 2008. Students' final GPAs were also obtained. Results indicated that Latino boys were more likely than European American boys to be perpetrators of gender-related bullying. European American boys, in contrast, were more likely than Latino boys to become victims of gender-related bullying. In addition, boys were more likely to engage in gender-related bullying if they were highly sex-typed and if their self-esteem was contingent upon proving their masculinity. Such findings suggest the need for researchers to develop intervention programs designed to teach students to have more flexible conceptions of gender in order to minimize the amount of gender-related bullying in the schools.Item The effects of family of origin and parenting style on the self-esteem of late adolescents(Texas Tech University, 1990-12) Philpot, Valerie EileenNot availableItem The effects of peer counselor training and ethnicity on the self-esteem and school attitude of at-risk Hispanic adolescents(Texas Tech University, 1994-08) Gonzalez, JohnFollowing an analysis of the dropout rate of Hispanic high school students in the United States, the data strongly suggest that the traditional education system fails to serve the needs of America's second largest minority group (Flores, 1991). For example, the dropout rate for the general high school population shows that approximately 25 percent of at-risk students do not complete high school (Conant, 1992). This statistic, disconcerting to both educators and the public, is even more alarming in that almost 50 percent of Hispanic students in the United States are at-risk for never completing a high school education. In an attempt to titrate this staggering flow of dropouts, the 70th Texas Legislature enacted House Bill 1010 and the State Board of Education issued 19 TAC 75.195, Alternatives to Social Promotion; both measures were enacted to reduce dropout rates through early identification and by providing academic assistance for at-risk students (Brown, 1987). In accordance with H.B. 1010 and Tac 75.195 directives, school districts initiated a plethora of programs including tutorial assistance, increased time for traditional counseling methods (Copeland, 1983), and free summer school classes. In essence, the "new" programs provided basically more of the same educational opportunities that had failed in the past, with the outcome being that the Hispanic dropout rate remained at a very high level (Flores, 1991), thus suggesting that minorities generally and Hispanics specifically were not served by the new programs.Item Weight control, self-perception, and self-esteem in adolescence : the role of schools and social comparison(2011-05) Mueller, Anna Strassmann; Muller, Chandra; Raley, R. Kelly; Frank, Kenneth; Hayward, Mark; Umberson, Debra; Crosnoe, RobertFor adolescents, body weight can be a complicated and sometimes difficult issue. Though the majority of adolescents report being aware of normative gendered body ideals, how adolescents incorporate or reject these ideals into their own weight-control decisions or sense of self can vary dramatically, largely in reaction to their social experiences with body ideals in the local, immediate contexts of their daily lives. The role of one such local context - schools - has remained largely unexplored in existing literature. Using the National Longitudinal Study of Adolescent Health (Add Health) and multi-level modeling, I investigate the role high school weight cultures play in the development of adolescents’ weight-loss behaviors, overweight self-perceptions, and self-esteem. I employ social comparison theories, specifically the idea of who may serve as a likely target for social comparison - general others, similar others, or high status others - to develop hypotheses about which aspects of the school context may be associated with various aspects of adolescents’ body weight. Overall, my results indicate that there is a strong relationship between adolescents’ weight-loss behavior, self-perception and self-esteem and the weight-related culture in the school. For example, adolescent boys, on average, are significantly less likely to report perceiving themselves as overweight or engaging in weight-loss behaviors when they attend schools where there are many overweight boys in the student body. I also find that there is some variation within the school in terms of which peers are most salient to adolescents’ behaviors and self-perceptions. Both boys and girls are particularly impacted by the values and behaviors of similar others, when similarity is defined by same-sex adolescents of a similar body size. For example, on average, overweight adolescent girls are significantly more likely to report engaging in weight-loss behaviors when a higher proportion of overweight girls in their school also are engaged in weight-loss behaviors. The same pattern is found among adolescent boys. Overall, these findings suggest that meso-level social contexts - like schools - may be particularly important to how individuals incorporate macro-level beliefs or values - like gendered body ideals - into their own behaviors and self-concepts.