Browsing by Subject "Self-perception"
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Item A comparison of the self concepts of exceptional and nonexceptional students in various classroom settings(Texas Tech University, 1978-05) Barger, Janice Diane FrizzellNot availableItem A study of the self-concept of black youth in the Southern region of the United States as influenced by selected business environmental concepts: the implications for marketing managers.(Texas Tech University, 1975-08) Vaughn, Percy JosephNot availableItem A validity and reliability study of a social vocabulary measure for young children(Texas Tech University, 1977-08) Melvin, Suzanne KofronNot availableItem Academic integration, social integration, goal and institutional commitment, and spiritual integration as predictors of persistence at a Christian institution of higher education(Texas Tech University, 2002-05) Morris, JasonTinto's Model of Student Departure has been tested in various types of postsecondary institutions. Researcher's have not, however, examined Tinto's model in Christian institutions of higher education. The need for research on student attrition from Christian colleges and universities is motivated by the deficiency in the literature and the following two questions: Is Tinto's model valid at Christian institutions of higher education? Would any additional variables unique to these institutions add to the predictive validity of Tinto's model for use at these particular schools? The purpose of this study is to test three core constructs of Tinto's (1993) Model of Student Departure in a Christian institution of higher education. In addition, this study will add a spiritual integration variable to Tinto's model that could potentially help to better explain retention and attrition at Christian institutions of higher education. The sample for this study consists of the students who completed the Student Information Form, the Institutional Integration Scales, and the spiritual integration measure. These students were tracked for one year, from their initial enrollment in the fall semester of 2000 through the fall semester of 2001. Students were then placed into one of two groups. One group consists of persisters, students who have reenrolled for the fall semester of 2001. The second group is termed withdrawers, students who did not return for the fall 2001 semester. Survey research and quantitative data analysis was utilized to gather information and answer four research questions. The surveys used in this study include the Student Information Form (2000), the Institutional Integration Scales (Pascarella and Terenzini 1980) and a spiritual integration measure (Schreiner 2000). The integration surveys were distributed in the Spring 2001 semester during the twelfth week of classes to first-year students enrolled in a required Bible course. This study found that two variables contained in the Academic Integration construct (student's cumulative G.P.A. and the Academic and Intellectual Development Scale), two variables contained in the Social Integration construct (Peer-Group Interactions Scale and the student's average number of hours per week spent in extra-curricular activities), as well as the constructs of Goal and Intuitional Commitment and Spiritual Integration were significant predictors.Item An analysis of self-concept of black students in predominantly black and predominantly white universities in the southern region of the United States.(Texas Tech University, 1975-05) Vaughn, Doris MarieNot availableItem An exploratory study of self concepts of Mexican American girls in senior high school homemaking classes(Texas Tech University, 1971-05) Cassel, Ima JeanNot availableItem Analysis of self-concepts of selected school personnel and Mexican-American students in school systems of Texas Education Agencys Region(Texas Tech University, 1977-12) Block, Billy BurelNot availableItem Body image, self-concept, and the aging process(Texas Tech University, 1995-08) Eade, Ronda LynA review of the physical attractiveness and aging literature suggested that double standards exist with respect to both age and gender. Physical attractiveness and physical attractiveness with respect to age have each been implicated in the literature as cause for differential treatment in both young and old alike. Implicit in the literature is the notion that physical characteristics attributed to aging (e.g., balding, wrinkling) are judged harshly by today's standards. This is found to be especially true for women and suggested to their affect self-concepts. The present study investigated the relationship between body image and self-concept in the aging process. Results from this study revealed that body image and self-concept were related but did not, as predicted, decrease as age increased. Further, physical and mental symptoms of aging were also related to self-concept but did not increase, as predicted, as individuals aged. Surprisingly, discrepancy between current body image and a retrospective account of body image at age twenty-one was not related to either selfconcept or age. Similar results were found with respect to discrepancy between real and ideal weight.Item Chinese international students' cross-cultural adjustment in the U.S. : the roles of acculturation strategies, self-construals, perceived cultural distance, and English self-confidence(2009-05) Wang, Wei-hsuan; Suizzo, Marie-Anne; Falbo, ToniAmong all the international students enrolled in the U.S. colleges or universities, Chinese international students, including those who come from Taiwan, mainland China, and Hong Kong, accounted for 16.7%, which is a fairly high percentage (Institute of International Education, 2004). They may encounter very unique acculturative stress because of different cultural norms and academic expectations between Chinese and American cultures. Ward and her colleagues (1990) claimed that cross-cultural adjustment can be best examined from two fundamental dimensions: psychological and sociocultural adjustment. These two dimensions are conceptually distinct but empirically related. The purpose of the present study is to investigate the influences of acculturation strategies (Berry, 1980), self-views in relation to others (Markus & Kitayama, 1991; Kagitcibasi, 1996 & 2005), perceived cultural distance (Babiker et al., 1980), and English self-confidence (Clement & Baker, 2001) on different dimensions of Chinese international students’ cross-cultural adjustment. Research questions and hypotheses were focused on how each factor affects the cross-cultural adjustment, and how these factors interact with each other as they generate impacts on adjustment. 177 international students of Chinese heritage from Mainland China, Taiwan, and Hong Kong participated in the study. They were asked to fill out self-report questionnaires about their demographic information, acculturation strategies, self-construals, perceived cultural distance, English self-confidence, and psychological and sociocultural adjustment in the U.S. Results indicated that length of residence in the U.S., participation in the host society (one dimension of acculturation strategies), direct communication, autonomy (sub-dimensions of independent self-construal), and English self-confidence were positively correlated with psychological adjustment. On the other hand, length of residence, marital status, direct communication (a sub-dimension of independent self-construal), perceived cultural distance, and English self-confidence were positively associated with sociocultural adjustment. In addition, a few mediating effects were revealed: (a) Independent self-construal mediated the relation between participation in the U.S. society and sociocultural adjustment; (b) English self-confidence mediated the relation between participation in the host society and cross-cultural adjustment; (c) English self-confidence mediated the relation between independent self-construal and sociocultural adjustment. Limitations and implications for future research are discussed.Item Color preferences relative to demographic factors, personality, and self-concept with implicatons for homemaking education(Texas Tech University, 1977-08) Choate, Janis MNot availableItem Differences in communication, goals and self-efficacy, social anxiety, and self-perception for non-aggressive rejected and popular children(Texas Tech University, 2005-08) Crosby, Kimberly A.; Clopton, Jim; Fireman, Gary D.; Borrego, Joaquin P.; Richards, StevenPeer collaboration has become a common ground for examining how children communicate and exchange information when working with a partner, and research has shown a general trend of improvement in cognitive coordination and performance during collaborative tasks (Bell, 2001; Doise, Mugny, & Perret-Clermont, 1975; Hartup, 1978; Ladd, 1981; Reynolds & Fireman, 1998; Yeates, Shultz, & Selman, 1991). Social status in childhood has also become a major focus in predicting social adjustment among peers, as research has shown that negative peer status in childhood is predictive of later manifestations of emotional problems, maladaptive behavior, and risk for academic failure in adolescence and adulthood (Coie, Dodge, & Kupersmidt, 1990; Coie, Lochman, Terry, & Hyman, 1992; Cowen, Pederson, Babigian, Izzo, & Trost, 1973; French & Conrad, 2001; Hoza, Molina, Bukowkski, & Sippola, 1995; Kupersmidt, 1983; Parker & Asher, 1987; Roff, Sells, & Golden, 1972). This study examined the social context of peer collaboration and communication when children in a negative peer status group, who were considered rejected and non-aggressive by their peers, were paired with children who were viewed as being popular by their peers. In addition, this study investigated individual differences within these two groups regarding the goals children had when solving a social conflict problem, feelings of self-efficacy in being able to solve the problem, levels of social anxiety, different types of self-perception, and the emotions experienced when they worked with a partner. Eighty 5th and 6th grade boys and girls were identified through peer nominations as either non-aggressive rejected or popular. Children worked in non-aggressive rejected/popular dyads or popular/popular dyads to complete a story-writing task together, and also answered several questionnaires individually. Results indicated few differences between the two social status groups on aspects of communication when working together on a task. However, non-aggressive rejected children reported substantially higher levels of social anxiety and lower levels of self-perception than popular children. There may have been other differences between the two groups of children, regarding goals and self-efficacy and the emotional experience of working with a partner, which would have been found to be statistically significant if the sample size in this study had been larger. Because of the negative long-term outcomes related to the rejected status, future research in this area is strongly encouraged in order to expand the knowledge and treatment of rejected children, particularly those who are not aggressive.Item Educational expectations: a consequence of interpretation or conditioning?(Texas Tech University, 1980-12) Boye, Judy GoldenThe purpose of this study is to determine whether parents influence their son's educational expectations by way of a symbolic (cognitive) or by a behavioral process. The parents will be interviewed first, then the sons. My hypothesis is that the symbolic perspective will explain much more of the variance than the behavioral perspective.Item Effect of a special vocational program on self concept.(Texas Tech University, 1975-05) Anderson, Patsy BlevinsNot availableItem Effects of Interpersonal Skills Training on Interpersonal Competence, Communication, and Need Satisfaction of College Freshmen(Texas Tech University, 1977-12) Hegi, DebraThe purpose of the present study was to determine some effects of interpersonal skills training on the interpersonal competence, communication, and need satisfaction of college freshmen. Specifically, it was hypothesized that students receiving interpersonal skills training relative to a control group of students would demonstrate a greater increase in interpersonal competence, openness of communication, and need satisfaction. The experimental group was composed of first semester Arts and Sciences freshmen (13 males, 16 females) who were selected at random and invited to enroll in a 15-week interpersonal skills training course. First semester Arts and Sciences freshmen (9 males, 14 females) enrolled in a randomly selected freshmen English course comprised the control group. Both groups completed the measures during the first and last week of class. Results indicated no significant differences between the experimental and control groups on any of the measures due to treatment. The experimental group, however, did demonstrate more absolute increase on all measures except one, though not to the point of significance. Possible reasons for lack of significance were discussed and included: the invited students who ultimately enrolled in the skills training course felt a deficit in their own competence; an increased awareness of competence among experimental group students may have influenced a lower self rating at posttest; and the measures selected for this study may not have been sensitive enough to short-term change or the treatment itself not potent enough to affect change within this time period. Although it cannot be supported from this study that interpersonal skills training enhances students' levels of interpersonal competence, communication, or need satisfaction, the investigator proposes additional research to more tightly control for extraneous variables before final conclusions are draw.Item Effects of mental imagery training upon self-attitude(Texas Tech University, 1979-05) Patrizi, Fredric MarkNot availableItem Family background and close relationships in young adulthood(Texas Tech University, 1984-12) Walden, Vikki RNot availableItem Identity fusion and the psychology of political extremism(2007) Seyle, Daniel Conor; Swann, William B., Jr.Past research in the psychology of extremism has argued that extremism is a psychological state characterized by a perception that the group is absolutely correct, endowed with moral authority, and threatened or opposed by some active group or entity working against the ingroup. There has been little research which has focused on what psychological processes may underlie this state. It is proposed in this dissertation that extremism is an outgrowth of identity fusion, a state in which the personal and social levels of the self-concept become closely aligned so that they may not be activated independently of each other. Identity fusion is theorized to follow from self-verification motives interacting with salient social identities, so that when people need verification for the way they see themselves and a group which provides such verification is activated, fusion may result. Three studies were conducted to examine different aspects of the identity fusion-extremism link. In Study 1, experimenters manipulated the need for selfverification motives and the social context to determine if self-verification predicted the development of fusion with a verifying, salient group. This study found little evidence of this link. Study 2 used counterattitudinal messages to assess the link between fusion and absolutist patterns of thinking. Fused participants were found to show significantly more emotional response to and rejection of counterattidudinal messages, in line predictions. Finally, Study 3 examined the behavioral and linguistic correlates of fusion and found some evidence that fusion predicted self-reported behaviors in line with political extremism and patterns of language use which emphasized the personal self.Item Identity fusion and the psychology of political extremism(2007-05) Seyle, Daniel Conor, 1978-; Swann, William B.Past research in the psychology of extremism has argued that extremism is a psychological state characterized by a perception that the group is absolutely correct, endowed with moral authority, and threatened or opposed by some active group or entity working against the ingroup. There has been little research which has focused on what psychological processes may underlie this state. It is proposed in this dissertation that extremism is an outgrowth of identity fusion, a state in which the personal and social levels of the self-concept become closely aligned so that they may not be activated independently of each other. Identity fusion is theorized to follow from self-verification motives interacting with salient social identities, so that when people need verification for the way they see themselves and a group which provides such verification is activated, fusion may result. Three studies were conducted to examine different aspects of the identity fusion-extremism link. In Study 1, experimenters manipulated the need for selfverification motives and the social context to determine if self-verification predicted the development of fusion with a verifying, salient group. This study found little evidence of this link. Study 2 used counterattitudinal messages to assess the link between fusion and absolutist patterns of thinking. Fused participants were found to show significantly more emotional response to and rejection of counterattidudinal messages, in line predictions. Finally, Study 3 examined the behavioral and linguistic correlates of fusion and found some evidence that fusion predicted self-reported behaviors in line with political extremism and patterns of language use which emphasized the personal self.Item Improving mood through acceptance of emotional experience(2007) Santos, Veronica Michelle, 1976-; Rude, Stephanie SandraDepression research demonstrates that self-focused processing, such as rumination, causes and maintains depressive disorders (Pyszczynski & Greenberg, 1987; Kuhl & Helle, 1986; Nolen-Hoeksema, 1987), while emotional processing literature shows beneficial effects to self-focus under some circumstances (Rachman, 1980; Foa & Kozak, 1986; Pennebaker, 1989). Therefore, it seems that self-focus is not inherently detrimental; rather, the way a person self-focuses could differentiate between unhealthy rumination and healthy emotional processing. Rude, Maestas, and Neff (2006) demonstrated that when the wording of a well-known rumination measure was altered to reduce judgment, the measure no longer correlated with depression. Mindfulness approaches that emphasize a non-judgmental acceptance of one's experience have produced beneficial outcomes (Baer, 2003), thus corroborating this finding. This dissertation investigated the role of acceptance in emotional recovery from a distressing event. It was hypothesized that encouraging participants to process emotions in an accepting manner would help them recover from a dysphoric mood more quickly than participants not given acceptance instructions or those given instructions to evaluate and change their emotions. Recovery was defined as return to baseline on measures of heart rate, skin conductance, skin temperature, self-reported positive and negative affect, and rumination (cognitive priming). In addition, the study investigated whether differences in the effects of emotional processing condition would be greatest for participants with low trait acceptance of emotions or high trait rumination. As predicted, Acceptance participants reported less negative affect than Control participants at the end of the study. There were no significant differences on negative affect between Acceptance and Evaluation conditions, however. Hypothesized differences in recovery as measured by heart rate, skin conductance, skin temperature, positive affect, and rumination were not found. As predicted, trait rumination and emotional acceptance interacted with processing condition for negative mood and heart rate: Acceptance and Evaluation conditions reduced negative mood more than the Control group for participants low in trait Emotional Acceptance, and the Acceptance condition reduced heart rate for high ruminators more than the Control group. Interestingly, and contrary to prediction, Acceptance participants showed evidence of greater priming of failure-related words than the other two groups on the reaction time measure.Item
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