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1.
Representation of self and socioemotional competence in kindergartners: differential and combined effects of attachment to mother and to father 总被引：7，自引：0，他引：7
In the present study, we examined the differential predictive power and the joint or compensatory effects of representations of child-mother and child-father attachment for children's representation of self and their socioemotional competence. The representations of attachment were assessed by an attachment story completion task, completed once for mother and once for father (in counterbalanced order). Eighty participants (40 boys and 40 girls), aged between 55 and 77 months (M = 5 years 3 months), took place in the study. The socioemotional competence (peer social competence, disruptive behavior, anxious/withdrawn behavior, and school adjustment) and behavioral manifestations of self-esteem were evaluated by the kindergarten teacher. The inner representation of self (positiveness of self, perceived competence, and social acceptance) was assessed in a subgroup of 50 children. Results showed that the relative predictive power of child-mother and child-father attachments differed according to the domain of child functioning that was assessed. More specifically, it was found that the child's positiveness of self was better predicted by the quality of the child-mother attachment representation than by the quality of the child-father attachment representation. In contrast, the child's anxious/withdrawn behavioral problems were better predicted by the quality of the child-father attachment representation than by the quality of the child-mother attachment representation. With regard to the joint effects of child-mother and child-father attachment, it was found that a secure attachment to one parent can compensate for or buffer against an insecure attachment to the other parent. However, the buffering effect was not complete. 相似文献
2.
Angeliki Leondari 《Educational studies》1993,19(3):357-371
Self‐concept ratings of normally and low achieving students in regular classes were compared with those of children facing academic difficulties and attending special education classes. Children's perceptions of scholastic competence and feelings of global self‐worth were measured using the Perceived Competence Scale for Children (Harter, 1982). Participants in the study were 424 children enrolled in the third to sixth primary school grades. Results indicated that special class children rated themselves more negatively than their normally achieving peers on both academic self‐concept and global self‐worth. They also rated themselves more negatively than their low achieving peers on academic self‐concept; no differences existed between these two groups on global self‐worth. The results are discussed in the light of the nature of the Greed educational system and the pressure put on children for academic excellence. 相似文献
3.
Sheila Glenn Cliff Cunningham 《International Journal of Disability, Development & Education》2001,48(2):163-177
There have been relatively few studies of self-esteem with young people with moderate and severe intellectual disability. One reason for this is likely to be measurement difficulties. The purpose of the present study was to assess the usefulness of three measures of self-esteem in 72 young people with Down syndrome aged from 17 to 24 years. Forty-five young people, mean VMA 5 years 10 months, were assessed on the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Joseph PreSchool and Primary Self-Concept Screening Test. Nineteen young people, mean VMA 8 years 9 months, completed the Self-Perception Profile for Learning Disabled Students. Validity was assessed by reading scores and by interviews with the young people and their parents. Eight young people with the most severe intellectual disability could not do any test; the remainder were able to respond to the format of the appropriate tests. On all measures they rated themselves positively. Internal consistency estimates were high, but validity was only demonstrated for the Self-Perception Profile for Learning Disabled Students, supporting its use with the young people who had VMAs of around 7 years. Evaluation of self also showed a standard developmental trend. 相似文献
4.
The Internal Working Model of the Self, Attachment, and Competence in Five-Year-Olds 总被引：5，自引：0，他引：5
The present studies examine some of the correlates of the self in the lives of young children. In Study 1, the connection is tested between young children's internal working model of self and their competence, social acceptance, behavioral adjustment, and behavioral manifestations of self-esteem. Ninety-five kindergartners aged between 51 and 76 months ( M age = 5 years, 3 months) participated in the study. An adapted version of the Puppet Interview was used to assess the representation of self. Affective quality (positiveness) of self and openness to admit imperfections were rated independently. Results show significant and positive relations of the positiveness of self with competence and social acceptance, with behavioral adjustment to school, and with behavioral manifestations of self-esteem, all rated by the teacher. In Study 2, Bowlby's assumption was tested that the working model of self is closely intertwined with the working model of attachment to mother. Subjects were 50 children aged between 55 months and 75 months ( M age = 5 years, 5 months). The working model of child-mother attachment was assessed through an Attachment Story Completion Task. The working model of self was measured via the Puppet Interview. Results show a positive and strong connection between the security of the child-mother attachment representation and the positiveness of self. The results of the two studies contribute to the validation of the adapted Puppet Interview. The Puppet Interview seems to be a promising instrument for assessing the representation of self in young children. 相似文献
5.
Childhood maltreatment is known to be associated with a broad variety of psychopathology and deteriorated well-being in adolescent populations. In the present nationwide study, we aimed to explore global self-esteem, attachment difficulties and substance use as possible mediators of these associations in a high-risk adolescent population. We included 400 adolescents (aged 12–20 years) living in residential youth care in Norway (response rate 67%). The participants completed a semistructured psychiatric interview (Child and Adolescent Psychiatric Assessment (CAPA)), a study-specific questionnaire, a revised version of the Self-Perception Profile for Adolescents (SPPA) and the Questionnaire for Measuring Health-related Quality of Life in Children and Adolescents (KINDL-R). Information was also provided by the adolescent’s primary contact at the institution. Two models were tested using structural equation modelling; one assessed the association between childhood maltreatment and psychopathology, and one assessed the association between childhood maltreatment and well-being. Childhood maltreatment, psychopathology, well-being, global self-esteem and attachment difficulties were treated as latent variables, and substance use was added as an observed variable. The results of this study showed that global self-esteem was a mediator of paths in both models, whereas attachment difficulties and substance use were not. Preventing decline in health and well-being in high-risk adolescents is a main goal, and this study suggests that improving self-esteem, in addition to providing psychiatric health services, could be an important tool for achieving this goal. 相似文献
6.
As the second in a series of studies concerning the development of kindergartners' self‐perceptions, this study examined the effects of the kindergarten experience on self‐perceptions of African American and White students as they progressed through their kindergarten year. Using a countywide sample of 209 children in 31 classrooms, the study incorporated in vivo observations of teachers' verbal behavior and self‐perception data from the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results indicate that the kindergarten experience had an equalizing effect on the self‐perceptions of African American and White children, although self‐perceptions of cognitive competence were initially lower for African American children than for their White counterparts. Teachers' verbal interactions with children were not affected by the child's race, at least when different achievement levels were taken into account. © 1999 John Wiley & Sons, Inc. 相似文献
7.
Families Created by the New Reproductive Technologies: Quality of Parenting and Social and Emotional Development of the Children 总被引：14，自引：0，他引：14
The creation of families by means of the new reproductive technologies has raised important questions about the psychological consequences for children, particularly where gamete donation has been used in the child's conception. Findings are presented of a study of family relationships and the social and emotional development of children in families created as a result of the 2 most widely used reproductive technologies, in vitro fertilization (IVF) and donor insemination (DI), in comparison with control groups of families with a naturally conceived child and adoptive families. The quality of parenting was assessed using a standardized interview with the mother, and mothers and fathers completed questionnaire measures of stress associated with parenting, marital satisfaction, and emotional state. Data on children's psychiatric state were also obtained by standardized interview with the mother, and by questionnaires completed by the mothers and the children's teachers. The children were administered the Separation Anxiety Test, the Family Relations Test, and the Pictorial Scale of Perceived Competence and Social Acceptance. The results showed that the quality of parenting in families with a child conceived by assisted conception is superior to that shown by families with a naturally conceived child. No group differences were found for any of the measures of children's emotions, behavior, or relationships with parents. The findings are discussed in terms of their implications for understanding the role of genetic ties in family functioning and child development. 相似文献
8.
Attachment styles, social skills, and depression were studied in 93 college women using the Relationship Questionnaire (K. Bartholomew & L. M. Horowitz, 1991), the Beck Depression Inventory‐II (A.T. Beck, R.A. Steer, & G. K. Brown, 1996), and the Interpersonal Competence Questionnaire (D. Buhrmester, W. Furman, M.T. Wittenberg, & H.T. Reis, 1988). The self and other attachment models and the social skills of negative assertion, self‐disclosure, and conflict management all correlated with depression. Conflict management partially mediated the relationship between attachment self‐model and depression. Implications for counseling are discussed. 相似文献
9.
A sample of 162 young Australian elite and non elite competitive female gymnasts were administered the Sport Competition Anxiety Test for Children, the Coopersmith Self‐esteem Inventory, the Perceived Competence Scale for Children and the Children's Nowicki‐Strickland Internal‐External Control Scale. Stepwise discriminant function analysis showed that the elite gymnasts could be discriminated from non elite on the basis of higher levels of general, physical, and cognitive competence, and higher levels of self‐esteem. The results supported the findings of previous investigations and indicated clear differences in psychological factors between elite and non elite gymnasts.
10.
Haj-Yahia MM 《Child abuse & neglect》2001,25(7):885-907
OBJECTIVES: The study had two aims. First, it sought to examine the incidence of interparental psychological aggression and physical violence witnessed by Arab adolescents. Second, it sought to assess the implications of such exposure on adolescents' feelings of hopelessness, psychological adjustment problems, and self-esteem. METHOD: A cross-sectional survey was conducted among a sample of 1640 Arab adolescents from Israel. Different forms of the Conflict Tactics Scales (CTS) were utilized to measure the extent of interparental psychological aggression and physical violence witnessed by adolescents. The Hopelessness Scale for Children (HSC), the Psychological Adjustment Scale (PAS), and the Rosenberg Self-Esteem Scale (RSE) were used to measure the above-mentioned psychological states. RESULTS: The results indicate that Arab adolescents witness high rates of psychological aggression and physical violence between their parents. Furthermore, regression and multiple regression analyses revealed that significant amounts of the variance in adolescents' hopelessness, psychological adjustment problems, and low self-esteem are explained by witnessing different patterns of interparental psychological aggression and physical violence, beyond the amounts of variance in these criterion variables that can be attributed to some sociodemographic characteristics of the adolescents, their parents, and families. CONCLUSIONS: The results provided strong support for the hypothesis that witnessing interparental aggression and violence has a strong detrimental impact on adolescents' psychological states. Furthermore, the results emphasize the need for further research into the effects of witnessing other patterns of psychological aggression and physical violence in adolescents' nuclear and extended families. It would also be worthwhile to investigate the risk factors that predispose violence in the family and the consequences of those factors. 相似文献
11.
庄颖慧 《齐齐哈尔师范高等专科学校学报》2010,(5):29-31
旨于探讨大学生依恋类型和自尊对抑郁的影响,并提出应对抑郁的策略。运用抑郁自评量表、亲密关系体验问卷和自尊量表,随机抽查260名在校大学生,从而得出结论：性别对依恋类型、自尊水平及抑郁分数有不同程度的影响,依恋类型对抑郁情绪有一定的作用,自尊水平越高,个体的抑郁情绪越少。可以通过心理健康指导和能力建设两个方面直接或间接地减少大学生抑郁情绪。 相似文献
12.
This study examined the relative influence on children's self-esteem of academic achievement, maternal self-esteem, maternal acceptance, and children's perception of their parents' acceptance of them. Subjects were students with learning disabilities in a self-contained class (n=31), similarly diagnosed students in resource room (n=35), students in compensatory education (n=30), and nondisabled students (n=30) from Grades 3 through 6. Results showed that for the self-contained group, a child's perception of maternal and paternal acceptance plus the child's academic achievement score accounted for 58% of the variance in the child's self-esteem. None of the independent variables accounted for a significant proportion of the variance in the compensatory education and regular class groups. The self-esteem of the regular class students was significantly higher than that of the resource room students and the compensatory education students, but not significantly higher than that of the self-contained students. 相似文献
13.
The Pictorial Scale of Perceived Competence and Social Acceptance: Does It Work with Low-Income Urban Children? 总被引：5，自引：0，他引：5
John W. Fantuzzo Paul A. McDermott Patricia Holliday Manz Virginia R. Hampton Nancy Alvarez Burdick 《Child development》1996,67(3):1071-1084
The present study represents a twofold investigation wherein ( a ) the construct validity of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and ( b ) the developmental appropriateness of the PSPCSA were empirically examined for urban Head Start children. Data were collected from a sample of 476 African-American children (48–64 months) representing children enrolled in a large metropolitan Head Start program. In the first study, neither replication of the test author's statistical procedures nor a series of exploratory factor analyses produced psychologically meaningful constructs. A second study tested the assumption that the PSPCSA administration format is developmentally appropriate for preschool children. Results from this study did not support the assumption that the PSPCSA is developmentally appropriate for preschool children. Implications for establishing valid assessment methods for urban Head Start children were discussed. 相似文献
14.
Nicos A. Georgiou Panayiotis Stavrinides Stelios Georgiou 《Emotional and Behavioural Difficulties》2016,21(4):433-446
The aim of this study was to investigate the impact of parental and personal characteristics on children’s internalizing/externalizing problems. Further, this study aimed to examine personal characteristics (self-esteem, peer relations) as mediators in the relation between parenting and internalizing/externalizing problems. In order to address these questions, this study used a cross-sectional design. The sample included 588 pre-adolescents and adolescents (10–14 years old) and their mothers. Children completed the My Memories of Upbringing Questionnaire, the Strengths and Difficulties Questionnaire (child report), the Rosenberg Self-Esteem Scale, the Friendship Quality Questionnaire, and the Harter’s Self Perception Profile (Social acceptance subscale), while mothers completed The Strengths and Difficulties Questionnaire (parent report). Results support a model for the influence of both direct and indirect effects on children’s internalizing/externalizing problems. 相似文献
15.
青少年自尊发展特点研究 总被引：4，自引：0，他引：4
采用自编<青少年自尊评定问卷>,探讨2 470名青少年自尊发展的年级和性别特点.结果表明:(1)青少年自尊存在显著的年级差异,初二是青少年自尊发展的关键时期;(2)青少年自尊存在极其显著的性别差异,女生自尊发展水平显著高于男生.从而可以预测,女生的心理健康水平高于男生. 相似文献
16.
Research on the transition to school has shown successful adjustment to be characterized by a high degree of effort, initiative, and positive interaction with peers and adults. These behaviors often have their root in the earliest transactions between infant and caregiver, particularly the infant's experience of having his/her cues and signals responded to in a consistent, sensitive way and the secure attachment which develops from such care. Through experiences with caregivers in the first year of life children begin to develop “working models” of others and self, models which influence how that child behaves at later ages, and which in turn influence how others respond to that child. Children who are deprived of the opportunity to develop a secure attachment often fail to develop the initiative and social skills which would facilitate their transition to school. Teachers' low expectations and negative responses to the child in the first years of school may perpetuate the child's negative working models and decrease the child's chances for subsequent school success. The challenge to us is to contradict the negative working models many children bring to school. This implies l) considering the meaning of the child's behavior within the context of his/her relationship history and current life experiences, 2) consistently and persistently caring for a child even in the face of apparent rejection of our efforts, 3) looking for opportunities to reframe how we and others perceive the child, and 4) being alert to subtle ways in which we and others may be perpetuating negative working models held by both the child and his/her parents. 相似文献
17.
Chia‐Fang Hsu 《Communication quarterly》2013,61(4):370-389
This study investigated whether cross‐cultural differences in communication apprehension (CA) can be explained with regard to cultural orientations, personality traits and component theory. To this end, a total of 618 undergraduates, studying in Taiwan (n = 298) and the United States (n = 320), participated in this study. Participants filled out the Personal Report of Communication Apprehension along with Self‐Construal Scale, the Revised NEO Personality Inventory, Fear of Negative Evaluation, and Self‐Perceived Communication Competence scale. The results indicated that Chinese in Taiwan scored significantly higher in communication apprehension than Americans. The influence of culture on CA was mediated by independence self‐construal, neuroticism, extroversion, fear of negative evaluation, and communication competence. The strongest mediating effect was found for self‐perception of communication competence. The implications of these findings were further discussed. 相似文献
18.
The personality and intellectual characteristics of three groups of children, one molested by a teacher (n = 16), a second group (n = 16) where the offender was a member of the child's family, and a non-molested control group (n = 16) were contrasted. The children were evaluated using the Personality Inventory for Children (PIC), the Children's Personality Questionnaire (CPQ), and the Wechsler Intelligence Scale for Children (WISC-R). There were few differences between the two molested groups or between boys and girls. However, comparisons of molested and non-molested children showed significant differences on 23 of 34 scales on the PIC and CPQ combined. WISC-R verbal IQs were also lower for the molested groups. While the lack of differences between the two molested groups may have been due to the parent-like relationship between the teacher and the children he molested, the results suggest that a relatively noncoercive style of abuse can still produce significant psychological impairment. 相似文献
19.
本研究探讨同伴接纳对流动儿童的外化问题行为的影响,以及自尊、物质主义的链式中介作用。在武汉市三所小学选取478名五、六年级的流动儿童,运用同伴提名法、物质主义价值观量表-儿童版(MVS-c)、自尊量表(SES)、儿童青少年问题行为问卷(CB)进行问卷调查。结果发现,同伴接纳、物质主义价值观、自尊、外化问题行为四者均显著相关;同伴接纳对外化问题行为具有很强的直接预测作用,也会通过物质主义价值观和自尊的部分中介作用而影响外化问题行为,还会通过自尊、物质主义的链式中介作用影响外化问题行为。 相似文献
20.
The purpose of this study was to examine the self‐concepts, locus of control, and machi‐avellianism of 169 ethnically diverse middle grade students identified as gifted. Subjects consisted of 90 African‐American (31 boys, 18 girls). Self‐concept, locus of control, and machiavellianism were assessed by Me: A Self‐Concept Scale for Gifted Children (Feldhusen &; Kolloff, 1981), the Nowicki‐Strickland Locus of Control Scale (Nowicki &; Strickland, 1973), and Mach IV Scale (Christie &; Geis, 1970) respectively. A three‐way analysis of variance (group × Gender × Grade) on subjects’ scores revealed significant group differences in self‐concept. No significant gender or grade differences were found in self‐concept. No significant group, gender, or grade differences were found in locus of control and machiavellianism. Self‐concept was significantly and positively correlated with internal locus of control and with low machiavellianism. Mean scores indicated that ethnically diverse students who are gifted had positive self‐concepts, internal locus of control, and were low machiavellians. 相似文献