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Descriptors:
Adolescents; Attachment Behavior; Coping; Structural Equation Models; Family Programs; Peer Relationship; Self Esteem; Role; Interpersonal Competence; Prediction; Security (Psychology); Residential Care; Empathy

Abstract:
This study analyzes the contribution of peer attachment in predicting active coping and self-esteem in a sample of 109 institutionalized adolescents. It also explores the mediating role of social skills in the association between peer attachment, coping, and self-esteem. Structural equation modeling identified a model able to predict a positive and direct contribution of peer relationships on self-esteem. Results confirmed the mediating role of social skills but only between quality of peer attachment and the development of active coping. From an ecological perspective, quality of relationships with significant peer figures can contribute to the development of a secure base, especially in adolescents without family support. Consequently, institutionalized adolescents who perceive quality in their peer relationships seem to be more able to express their feelings and ideas. As a result, they can become able to establish positive and empathic relationships with others, which can lead to the development of active coping skills. The quality of peer relationships can also increase the self-esteem of these adolescents because they feel they have a source of personal support and can share their difficulties. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexuality; Females; Well Being; Sexual Identity; Homosexuality; Depression (Psychology); Self Esteem; Least Squares Statistics; Interpersonal Attraction; Social Support Groups; Anxiety; Correlation; Scores; Prediction; Rating Scales

Abstract:
Identity-based conceptualizations of sexual orientation may not account adequately for variation in young women's sexuality. Sexual minorities fare worse in psychosocial markers of wellbeing (i.e., depressive symptoms, anxiety, self esteem, social support) than heterosexual youth; however, it remains unclear whether these health disparities exclusively affect individuals who adopt a sexual minority identity or if they also may be present among heterosexually-identified youth who report same-sex attractions. We examined the relationship between sexual attraction, sexual identity, and psychosocial wellbeing in the female only subsample (weighted, n = 391) of a national sample of emerging adults (age 18-24). Women in this study rated on a scale from 1 (not at all) to 5 (extremely) their degree of sexual attraction to males and females, respectively. From these scores, women were divided into 4 groups (low female/low male attraction, low female/high male attraction, high female/low male attraction, or high female/high male attraction). We explored the relationship between experiences of attraction, reported sexual identity, and psychosocial outcomes using ordinary least squares regression. The results indicated sexual attraction to be predictive of women's psychosocial wellbeing as much as or more than sexual identity measures. We discuss these findings in terms of the diversity found in young women's sexuality, and how sexual minority status may be experienced by this group. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Eating Disorders; Food; Self Esteem; College Students; Body Weight; Measurement; Eating Habits; Correlation; Sexuality; Behavior Patterns

Abstract:
This study investigated weighing and body-monitoring behaviors, as well as psychological and behavioral reactions to weighing, among female college students. Weighing and body monitoring were engaged in by the majority of participants. Participants changed food intake and exercise based on weight. About 63% reported that the scale number impacts their mood, and 50% and 48% indicated that it impacts their sexual comfort and self-esteem, respectively. Most did not perceive self-weighing to be harmful. College counselors should be aware that weighing and body monitoring are normative, with negative psychological outcomes associated with weighing for a substantive percentage of college women. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Academic Achievement; Individual Differences; Summer Programs; Self Concept; Incidence; Academic Ability; Longitudinal Studies; Self Esteem; Program Effectiveness; Gender Differences; Measures (Individuals); Secondary School Students; Social Differences; Factor Analysis; Statistical Analysis

Abstract:
The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of self-concept stability and change during adolescence. Longitudinal data were gathered from adolescents participating in a summer program for the gifted over a 3-year period. The results indicate no prevalent patterns of declines in academic self-concepts after participating in summer programs, though suspected cases of BFLPE can be identified, and there was evidence pointing to the moderation of the BFLPE by gender and self-esteem. Longitudinal patterns of self-concept stability and change also show no consistent pattern of long-term effects on self-concept. Implications of these findings are discussed that highlight developmental, social, and individual conditions under which the BFLPE may exert itself and conditions under which it may be mitigated. (Contains 6 tables, 5 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Models; Tuition; Self Esteem; Higher Education; Academic Ability; Academic Achievement

Abstract:
Modelling students' behaviour in relation to tuition fees is a complex task since students' "talent" is not common knowledge. Students observe a private noisy signal of their abilities, while university receives noisy information based on the quantitative and qualitative data provided by university applicants. In this article, we add the heterogeneity of the population to this model: we assume that this heterogeneity means that the perception of skills among a part of the population is biased and underestimates the capabilities of its members to succeed in the higher education system. Our conclusions differ from those derived in the literature and show in particular that the optimal tuition fees for a given number of students are lower than those obtained for a homogeneous population. (Contains 24 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Esteem; Psychological Patterns; Late Adolescents; College Students; Life Satisfaction; Social Support Groups; Structural Equation Models; Gender Differences; Social Indicators; Foreign Countries

Abstract:
This study examined both the mediation effects of loneliness and self-esteem for the relationship between social support and life satisfaction. Three hundred and eighty nine Chinese college students, ranging in age from 17 to 25 (M = 20.39), completed the emotional and social loneliness scale, the self-esteem scale, the satisfaction with life scale and measure of social support. Structural equation modeling showed full mediation effects of loneliness and self-esteem between social support and life satisfaction. The final model also revealed a significant path from social support through loneliness and self-esteem to life satisfaction. Furthermore, a multi-group analysis found that the paths did not differ across sexes. The findings provided the external validity for the full mediation effects of loneliness and self-esteem and valuable evidence for more complicated relations among the variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Esteem; Well Being; Psychological Patterns; Life Satisfaction; Social Indicators; Models; Structural Equation Models; Individual Characteristics; Groups

Abstract:
A model indicating that the relationship between collective self-esteem and indicators of subjective well-being, happiness and life satisfaction, was mediated by personal self-esteem was tested by structural equation modeling. The model, including all participants, fitted well to the data. The results suggested that the relationship of collective self-esteem to happiness was fully mediated by personal self-esteem, whereas a partial mediation was the case for life satisfaction. When tested in four groups of attachment styles, however, the results indicated a full mediation for fearful, preoccupied and dismissing groups, but a partial mediation for the secure group. The results are discussed in the "pursuing self-esteem" framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Collaboration; Creative Teaching; Participatory Research; Action Research; Self Concept; Professional Identity; Teacher Attitudes; Teacher Effectiveness; Self Esteem; Elementary School Teachers; Secondary School Teachers; Special Schools; Special Needs Students; Mixed Methods Research; Foreign Countries

Abstract:
The study explores what happens to teachers practice and professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Physical Activities; Foreign Countries; Outdoor Education; Corporations; Intervention; Program Evaluation; Athletics; Transfer of Training; Attendance; Academic Achievement; Self Esteem; Program Effectiveness; Behavior Change; Secondary School Students; Student Behavior; Learner Engagement

Abstract:
In 2006, Sandford, Armour and Warmington undertook a comprehensive review of the literature on the role of physical activity/sport and physical education in promoting positive development for disaffected youth. This paper revisits the findings of the literature review in light of data from a four-year evaluation of one corporate-sponsored physical activity intervention in the UK. Literature on the role of physical activity/sport in positive youth development (PYD) is summarised and updated from the original review. Impact data were collected on approximately 600 pupils (310 boys and 285 girls) and showed that there were some positive benefits for the majority of participants and that those pupils who participated for longer showed more sustained improvements. It is argued, however, that physical activity settings are no panacea, and that complex understandings of learning and skill "transfer" from such programmes are required if sponsors and designers are to maximise the potential of sport/physical activity for positive youth development. (Contains 5 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Depression (Psychology); Anxiety; Withdrawal (Psychology); Adjustment (to Environment); Aggression; Questionnaires; Delinquency; Grade 5; Grade 7; Grade 6; Victims; Peer Relationship; Bullying; Behavior Problems; Longitudinal Studies; Teacher Attitudes; Parent Attitudes; Student Attitudes; Predictor Variables; Self Esteem; Attribution Theory

Abstract:
Background: Evidence indicates that being a victim of bullying or peer aggression has negative short- and long-term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self-blaming attributions) on children's maladjustment (externalizing and internalizing problems). Methods: In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents, and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self-reports using hypothetical scenarios (T2). Parents and teachers reported on children's maladjustment (T1 and T3). Results: Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self-blame was not associated with peer victimization. However, for children with higher levels of self-blaming attributions, peer victimization was linked more strongly with increases in internalizing problems. Conclusions: Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children's aggressive and delinquent behavior, whereas self-blame exacerbates victimization's effects on internalizing problems. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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