Browsing by Subject "Self-esteem in children"
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Item Fifth-grade students' attitudes about self, others, and drugs(Texas Tech University, 1995-05) Valverde, AlexNot availableItem Less-skilled readers: studying the effects of paired reading on reading fluency, accuracy, comprehension, reader self-perceptions and lived experience(Texas Tech University, 1997-08) Nes, Sandra LeeAs children advance through the grade levels, reading proficiency becomes more and more important to learning. In general, children who experience difficulties in the development of efficient reading skills are less likely to achieve academically at a level commensurate with their peers. In recent years, one-to-one instruction has received renewed attention and consideration in many schools for early prevention of reading failure, remediation of reading problems, and in special education programs. Although these kinds of programs tend to be prohibitive (both in monetary and human resource allocation) due to the one-to-one nature of the instruction, the long-term advantages for students may outweigh any short-term disadvantages. Therefore, research investigating the effectiveness of one-to-one instructional interventions is critical. This study had a two-fold purpose. First, reading fluency, comprehension, and accuracy were examined within the context of the paired reading instructional intervention. Second, this study explored reader self-perceptions and the nature of the lived experience of reading for less-skilled readers. Four upper elementary school students, who were experiencing fluency problems, participated in the study. A single-subject changing criterion design was employed. Baseline data were collected for each participant prior to the introduction of the paired reading instructional intervention. Reading rates and accuracy percentages were calculated and graphed daily during the baseline and instructional phases, and probed during the maintenance phase. In addition, a reading maze procedure was used periodically to investigate reading comprehension skills. The Reader Self-Perception Scale (Henk & Melnick, 1995) was administered to each student on three occasions to explore how they felt about themselves as readers, and individual informal interviews were conducted and analyzed for recurring themes to explore the lived experience of having reading fluency problems. Reading fluency improved substantially for all participants, while accuracy and comprehension remained stable and high throughout the study. Measures on the Reader Self-Perception Scale, as well as qualitative data gathered in informal interviews, demonstrated variation over time (within and between individuals) in reader selfperceptions and personal reading experiences. In general, participants felt better about the experience of reading.Item Sex-typed motor activities: effects on children's self-efficacy(Texas Tech University, 1997-12) Puckett, Teri LynnNot availableItem 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 impact of Erikson's industry vs. inferiority stage development upon preadolescents(Texas Tech University, 1986-12) Lovett, Nancy ElizabethThe present study explored the importance of Erikson's fourth stage of development. Industry versus Inferiority, by developing an interview to locate preadolescent males and females within the stage. Through a questionnaire, the degree of completion by the subjects of the first three stages. Trust versus Mistrust, Autonomy versus Shame and Doubt, and Initiative versus Guilt was identified. Another questionnaire assessed the subjects' self-esteem. It was hypothesized that the first three of Erikson's developmental stages, self-esteem, and the fourth stage as shown by the Erikson Psychosocial Stage Inventory and the Industry Status Inverview would be positively and significantly related, Support for all hypotheses was found indicating initial validity of the Industry Status Inverview. It was further posited that the interview can become a useful diagnostic tool in the classroom and clinical setting. Future study should be carried out for additional validation of the interview.