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This paper aims to explore the perceived teacher's acceptance and its effects on the self-esteem of school children. The teacher's role is very important in the social, emotional, and academic achievement of children. The sample was collected from Hyderabad schools in January 2018. This study was performed on a total sample of 500 students. Sample was justified through A-priori sample size calculator. Respondents range in age range from 10 to 18 years (Mean = 13.49 years, SD = 1.33). Three questionnaires were employed to collect the data. Teacher acceptance-rejection TARQ (Rohner, Rohner, & Khaleque, 2005), Personality Assessment Questionnaire PAQ (Rohner et al., 2005) Urdu version were administered to participants and convenient sampling was used for data collection. Regression analysis survey has been used in the present study. The result of the regression analysis revealed that students who tended to perceive themselves to be accepted by their teacher reported high self-esteem. Hence it is clear that teacher acceptance is the significant predictor of student self-esteem. This finding is useful for teachers' preparation, and professional development as well as for the promotion of teacher acceptance.

Träning har en hälsofrämjande inverkan på både den psykiska och fysiska hälsan. På senare tid har det framträtt tydliga normer i samhället kring utseende och ideal, vilket har en negativ påverkan på människors självkänsla och bidrar till uppkomsten av en negativ kroppsbild. Tidigare forskning visade hur individers träningsfrekvens och synen på sin kropp har en nära koppling till individens självkänsla. Studien syftar således till att undersöka samspelet mellan människors kroppsbild, träningsvanor och självkänsla. En enkätstudie genomfördes för att samla in information kring individers relation till ovannämnda faktorer. Respondenterna fick besvara frågor för att ta reda på deras träningsvanor, kroppsbild och självkänsla. Resultatet i denna studie visar att det finns ett positivt samband mellan människors kroppsbild, träningsvanor, självkänsla och hur nöjda de är med sin vikt. Det finns således belägg för att dessa faktorer i sig påverkas negativt av samhällets normer. Studien bidrar därmed till en ökad förståelse för dessa faktorers inverkan på självkänsla.

Träning har en hälsofrämjande inverkan på både den psykiska och fysiska hälsan. På senare tid har det framträtt tydliga normer i samhället kring utseende och ideal, vilket har en negativ påverkan på människors självkänsla och bidrar till uppkomsten av en negativ kroppsbild. Tidigare forskning visade hur individers träningsfrekvens och synen på sin kropp har en nära koppling till individens självkänsla. Studien syftar således till att undersöka samspelet mellan människors kroppsbild, träningsvanor och självkänsla. En enkätstudie genomfördes för att samla in information kring individers relation till ovannämnda faktorer. Respondenterna fick besvara frågor för att ta reda på deras träningsvanor, kroppsbild och självkänsla. Resultatet i denna studie visar att det finns ett positivt samband mellan människors kroppsbild, träningsvanor, självkänsla och hur nöjda de är med sin vikt. Det finns således belägg för att dessa faktorer i sig påverkas negativt av samhällets normer. Studien bidrar därmed till en ökad förståelse för dessa faktorers inverkan på självkänsla.

Bullying is a phenomenon occurring all over the world. Previous research shows that youthswho are being physically punished by their parents are at higher risk for being involved inbullying. There are four groups when it comes to bullying, the neutrals, bullies, victims, andbully-victims. A limitation of previous research was that no one has examined why youthswho are being exposed to physical punishment by their parents often become a part ofbullying. Our focus was on the four bullying groups of youths in the ages 13 to 15. Weproposed that in order to understand how parents’ use of physical punishment against theiryouths is connected with being a bully or a victim at school, we need to take the personalitytraits self-esteem and impulsivity under consideration. The results showed that when parentsused physical punishment against their youths and the youths had certain personality traits,the risk for being a part of bullying increased. In conclusion, the youths were at higher risk ofbeing victims of bullying if they had low self-esteem, they were at higher risk of being bulliesif they were impulsive, and they were at higher risk of being bully-victims if they were bothimpulsive and had low self-esteem, meaning that we need to investigate further differentpersonality traits and their effect on youths bullying involvement in school., Mobbning är ett fenomen som inträffar över hela världen. Tidigare forskning visar att närungdomar blir fysiskt bestraffade av sina föräldrar ökar risken för inblandning i mobbning.Det finns fyra grupper när det kommer till mobbning, de neutrala, mobbare, offer och bullyvictims.En svaghet med tidigare forskning var att ingen har undersökt hur inblandning imobbning ser ut för dem som blir utsatta för fysisk bestraffning av sina föräldrar. Vårt fokusvar på de fyra grupperna inom mobbning för ungdomar mellan åldrarna 13 till 15. Viföreslår att för att förstå hur föräldrars fysiska bestraffning på sina ungdomar hängersamman med att vara mobbare eller offer i skolan, behöver man ta hänsyn till ungdomarnassjälvkänsla och impulsivitet. Resultaten visade att om föräldrar slår sina ungdomar samt omungdomarna besitter en viss typ av personlighetsdrag, ökar risken för att de blir inblandade imobbning. Sammanfattningsvis, ungdomarna riskerade att bli offer för mobbning om de hadedåligt självförtroende, de riskerade att bli mobbare om de var impulsiva, och de riskerade attbli bully-victims om de samtidigt hade dåligt självförtroende och var impulsiva. Detta innebäratt vi behöver fortsätta undersöka olika personlighetsdrag och deras påverkan på ungdomarsinblandning inom mobbning i skolan.

This study looked into the self-esteem, self-regulation, educational aspirations and priority concerns of the 226 SGP-PA grantees at West Visayas State University. Results revealed that the respondents had low self-esteem; mostly average self-regulation except those from the provinces of Antique and Guimaras who had poor self-regulation. Generally, they had moderate educational aspirations but high for those with average family size. Their topmost priority concern was their studies and the least was specific social issues. As to their studies, their topmost concern was: understanding their lessons and the least was working with classmates on projects. As regards self-development, planning their lives was topmost while knowing and understanding themselves was the least. As to family relationships, the topmost concern was improving their relationship with their siblings and least was teaching their parents how to handle their children effectively. In the area of social relationships, the topmost was developing their skills for starting/ maintaining friendships and the least was getting rid of their fear of social situations. On specific social issues, their topmost concern was handling adjustments caused by financial crises, and the least was learning more about sexual abuse/harassment. Finally, significant differences existed only in the level of educational aspirations according to grantees' family size; none were observed in the level of self-esteem and self- regulation. As gleaned from these results, appropriate intervention program on self-development may be designed for the grantees of the program.

This study looked into the self-esteem, self-regulation, educational aspirations and priority concerns of the 226 SGP-PA grantees at West Visayas State University. Results revealed that the respondents had low self-esteem; mostly average self-regulation except those from the provinces of Antique and Guimaras who had poor self-regulation. Generally, they had moderate educational aspirations but high for those with average family size. Their topmost priority concern was their studies and the least was specific social issues. As to their studies, their topmost concern was: understanding their lessons and the least was working with classmates on projects. As regards self-development, planning their lives was topmost while knowing and understanding themselves was the least. As to family relationships, the topmost concern was improving their relationship with their siblings and least was teaching their parents how to handle their children effectively. In the area of social relationships, the topmost was developing their skills for starting/ maintaining friendships and the least was getting rid of their fear of social situations. On specific social issues, their topmost concern was handling adjustments caused by financial crises, and the least was learning more about sexual abuse/harassment. Finally, significant differences existed only in the level of educational aspirations according to grantees' family size; none were observed in the level of self-esteem and self- regulation. As gleaned from these results, appropriate intervention program on self-development may be designed for the grantees of the program.

Bullying is a phenomenon occurring all over the world. Previous research shows that youthswho are being physically punished by their parents are at higher risk for being involved inbullying. There are four groups when it comes to bullying, the neutrals, bullies, victims, andbully-victims. A limitation of previous research was that no one has examined why youthswho are being exposed to physical punishment by their parents often become a part ofbullying. Our focus was on the four bullying groups of youths in the ages 13 to 15. Weproposed that in order to understand how parents’ use of physical punishment against theiryouths is connected with being a bully or a victim at school, we need to take the personalitytraits self-esteem and impulsivity under consideration. The results showed that when parentsused physical punishment against their youths and the youths had certain personality traits,the risk for being a part of bullying increased. In conclusion, the youths were at higher risk ofbeing victims of bullying if they had low self-esteem, they were at higher risk of being bulliesif they were impulsive, and they were at higher risk of being bully-victims if they were bothimpulsive and had low self-esteem, meaning that we need to investigate further differentpersonality traits and their effect on youths bullying involvement in school., Mobbning är ett fenomen som inträffar över hela världen. Tidigare forskning visar att närungdomar blir fysiskt bestraffade av sina föräldrar ökar risken för inblandning i mobbning.Det finns fyra grupper när det kommer till mobbning, de neutrala, mobbare, offer och bullyvictims.En svaghet med tidigare forskning var att ingen har undersökt hur inblandning imobbning ser ut för dem som blir utsatta för fysisk bestraffning av sina föräldrar. Vårt fokusvar på de fyra grupperna inom mobbning för ungdomar mellan åldrarna 13 till 15. Viföreslår att för att förstå hur föräldrars fysiska bestraffning på sina ungdomar hängersamman med att vara mobbare eller offer i skolan, behöver man ta hänsyn till ungdomarnassjälvkänsla och impulsivitet. Resultaten visade att om föräldrar slår sina ungdomar samt omungdomarna besitter en viss typ av personlighetsdrag, ökar risken för att de blir inblandade imobbning. Sammanfattningsvis, ungdomarna riskerade att bli offer för mobbning om de hadedåligt självförtroende, de riskerade att bli mobbare om de var impulsiva, och de riskerade attbli bully-victims om de samtidigt hade dåligt självförtroende och var impulsiva. Detta innebäratt vi behöver fortsätta undersöka olika personlighetsdrag och deras påverkan på ungdomarsinblandning inom mobbning i skolan.

This study examined the relation of self-compassion and self-esteem, to mental illness and life satisfaction in adolescents. The study examined both the correlations between the concepts mentioned above but also whether self-compassion and self-esteem can predict mental illness and life satisfaction in adolescents. Participants were 303 pupils from three different high schools in Scania, Sweden (70.6 % female, 28.1 % male). The participants’ age varied between 15 and 20 years but the majority was between 16 and 18 years old (91.7 %). Using a correlational design, along with stepwise regression, the study found that girls had significant lower self-compassion and self-esteem than boys and at the same time higher levels of depression, anxiety and stress. Note that there was no difference between girls and boys when considering life satisfaction. The study also found medium to strong correlations between self-esteem, self-compassion and the different measures of mental illness and well-being. Finally, the stepwise regression shows that self-compassion and basic self-esteem predicts mental illness (depression, anxiety and stress) and life satisfaction in adolescents. The only exception is self-compassion as a significant predictor of anxiety in boys., Den här studien undersökte hur självmedkänsla och självkänsla förhåller sig till psykisk ohälsa och livstillfredsställelse hos ungdomar. Studien undersökte dels sambanden mellan ovanstående begrepp men också huruvida självmedkänsla och självkänsla kan förutsäga psykisk ohälsa och livstillfredsställelse hos ungdomar. Deltagare var 303 elever från tre olika gymnasieskolor i Skåne (70.6 % flickor, 28.1 % pojkar). Deltagarnas ålder varierade mellan 15 och 20 år men majoriteten av de svarande var mellan 16 och 18 år (91.7 %). Studien använde sig av korrelations- och stegvisa regressionsanalyser och fann att flickor hade signifikant lägre självmedkänsla och självkänsla än pojkar och samtidigt högre grad av depression, ångest och stress. Flickor och pojkar skilde sig dock inte åt avseende livstillfredsställelse. Studien fann även medelstarka till starka samband mellan självkänsla, och självmedkänsla, och de olika måtten på psykisk ohälsa och livstillfredsställelse. Slutligen, de stegvisa regressionsanalyserna visar att självmedkänsla och grundläggande självkänsla predicerar psykisk ohälsa (depression, ångest och stress) och livstillfredsställelse hos ungdomar. Enda undantaget är att självmedkänsla inte är en signifikant prediktor av ångest hos pojkar.

This study examined the relation of self-compassion and self-esteem, to mental illness and life satisfaction in adolescents. The study examined both the correlations between the concepts mentioned above but also whether self-compassion and self-esteem can predict mental illness and life satisfaction in adolescents. Participants were 303 pupils from three different high schools in Scania, Sweden (70.6 % female, 28.1 % male). The participants’ age varied between 15 and 20 years but the majority was between 16 and 18 years old (91.7 %). Using a correlational design, along with stepwise regression, the study found that girls had significant lower self-compassion and self-esteem than boys and at the same time higher levels of depression, anxiety and stress. Note that there was no difference between girls and boys when considering life satisfaction. The study also found medium to strong correlations between self-esteem, self-compassion and the different measures of mental illness and well-being. Finally, the stepwise regression shows that self-compassion and basic self-esteem predicts mental illness (depression, anxiety and stress) and life satisfaction in adolescents. The only exception is self-compassion as a significant predictor of anxiety in boys., Den här studien undersökte hur självmedkänsla och självkänsla förhåller sig till psykisk ohälsa och livstillfredsställelse hos ungdomar. Studien undersökte dels sambanden mellan ovanstående begrepp men också huruvida självmedkänsla och självkänsla kan förutsäga psykisk ohälsa och livstillfredsställelse hos ungdomar. Deltagare var 303 elever från tre olika gymnasieskolor i Skåne (70.6 % flickor, 28.1 % pojkar). Deltagarnas ålder varierade mellan 15 och 20 år men majoriteten av de svarande var mellan 16 och 18 år (91.7 %). Studien använde sig av korrelations- och stegvisa regressionsanalyser och fann att flickor hade signifikant lägre självmedkänsla och självkänsla än pojkar och samtidigt högre grad av depression, ångest och stress. Flickor och pojkar skilde sig dock inte åt avseende livstillfredsställelse. Studien fann även medelstarka till starka samband mellan självkänsla, och självmedkänsla, och de olika måtten på psykisk ohälsa och livstillfredsställelse. Slutligen, de stegvisa regressionsanalyserna visar att självmedkänsla och grundläggande självkänsla predicerar psykisk ohälsa (depression, ångest och stress) och livstillfredsställelse hos ungdomar. Enda undantaget är att självmedkänsla inte är en signifikant prediktor av ångest hos pojkar.

This paper presents an experimental study that has followed the methodology of action research, based on systematic observation, and that tries to assess the positive impact of self-concept in the teaching-learning process of Infant Education children. Educational research and psychology applied to education has demonstrated the relationship between cognition and emotion and its impact on the teaching-learning process. This study was conducted with a group of second-year Infant Education children composed of 18 4-year-old pupils. The group was subjected to a test during a four-week period before and after having carried out a model of educational intervention focused on the development of selfconcept. The results supported our hypothesis: educational intervention focused on the development of self-concept has a positive impact on improving the pupils´ sense of self-accomplishment., En este trabajo se presenta un estudio experimental para el que se ha seguido la metodología de investigación en acción, basado en la observación sistemática, que intenta valorar la incidencia positiva que el auto-concepto tiene en el proceso de enseñanza-aprendizaje de alumnos de educación infantil. La investigación educativa y la psicología aplicada a la educación ha demostrado la relación que existe entre razón y emoción y su repercusión en el proceso de enseñanza-aprendizaje. Este estudio se ha llevado a cabo en un grupo de segundo curso de Educación Infantil compuesto por 18 alumnos de cuatro años, a los que se sometió a unas pruebas durante 4 semanas, antes y después de haber llevado a cabo un modelo de intervención didáctica centrada en el desarrollo del auto-concepto. Los resultados apoyaron la hipótesis de partida: que la intervención didáctica centrada en el desarrollo del auto-concepto tiene repercusiones positivas en la mejora del sentimiento de logro de los alumnos.

Aim: In this study, women were interviewed about their experiences of recovering from an eating disorder - The aim has been to investigate the factors that contributed to recovery and with guidance of these factors, find factors that can be used in a preventive intervention. Method : A qualitative approach was used to design and conduct interviews, the design of the study was descriptive and a semistructured interview was used. The local affiliation of The Swedish Eating Disorder Association was contacted and provided contact with 10 women who participated in the interview. To participate in the study the women had to be recovered from their eating disorder for at least two years. The women who patricipated in the study were between 22 and 36 years old and had been recovered for 2- 16 years. Data were analyzed and coded then categories with similar themes about the factors that were important for recovery wad etablished. The various groups were summarized and are then recognized in the results. Results: Various factors have been important for recovery. One outstanding factor was people in their surroundings and people they met in treatment such as therapist, doctors and psychologists. These were persons who contributed to their courage to leave the eating disorders and helped them to better self-esteem, self-respect and hope for the future. Other important factors included the re- finding of their interests and to be their own selves in social contexts. Another important factor was to read literature about eating disorders, and biographies about people who have recovered from eating disorders. The conclusion is that the most important factor in recovering from an eating disorder is a person´s environment and its support. In order to prevent eating disorders, the work in the first place should be given to encourage children and young people´s self esteem

Aim: In this study, women were interviewed about their experiences of recovering from an eating disorder - The aim has been to investigate the factors that contributed to recovery and with guidance of these factors, find factors that can be used in a preventive intervention. Method : A qualitative approach was used to design and conduct interviews, the design of the study was descriptive and a semistructured interview was used. The local affiliation of The Swedish Eating Disorder Association was contacted and provided contact with 10 women who participated in the interview. To participate in the study the women had to be recovered from their eating disorder for at least two years. The women who patricipated in the study were between 22 and 36 years old and had been recovered for 2- 16 years. Data were analyzed and coded then categories with similar themes about the factors that were important for recovery wad etablished. The various groups were summarized and are then recognized in the results. Results: Various factors have been important for recovery. One outstanding factor was people in their surroundings and people they met in treatment such as therapist, doctors and psychologists. These were persons who contributed to their courage to leave the eating disorders and helped them to better self-esteem, self-respect and hope for the future. Other important factors included the re- finding of their interests and to be their own selves in social contexts. Another important factor was to read literature about eating disorders, and biographies about people who have recovered from eating disorders. The conclusion is that the most important factor in recovering from an eating disorder is a person´s environment and its support. In order to prevent eating disorders, the work in the first place should be given to encourage children and young people´s self esteem

The pre-school is seen by many as the place where children get equipped for the future and the challenges there of. One of the most important aims according of the curriculum for Swedish preschools is that children get the opportunity, in interaction with the pedagogues, to develop their identity and to feel secure and satisfied with themself. Although, in the curriculum of the Swedish preschool system there is a comprehensive focus on the children’s competencies and learning, the importance that the children feel secure is not that prominent. Consequently a paradox occurs between the focus on children’s competencies and their need for care. The focus of this study is to investigate how this effects the pedagogues work with the children’s self-esteem. The study investigates the pedagogues views on self-esteem and how they work to strengthen and develop the childrens self-esteem. A qualitative method was used, based on interviews and observations, in order to get a verified picture of the pedagogues views on the above questions. The interviews took place in a pre-school in the south part of Stockholm. The study is based on the perspective sociology of childhood. The result shows that the pedagogues child perspective is based on the ’competent child’ where the development of the children’s self-esteem developed with confirmation of the childrens competencies and performances. The childrens self-esteem is according to the pedagogues a concept they take for granted as a ’silent perspective’, instead of something outspoken and something they discuss between one another. In conclusion, to work with children's self-esteem and to make the work as meaningful as possible, it is important that the pedagogues are aware that there are several ways to it’s development both an inner subjective and outer, which they display. The result shows that much focus is placed on developing the outer performance-based self-esteem. As a consequence little focus is laid on the emotional ack

The pre-school is seen by many as the place where children get equipped for the future and the challenges there of. One of the most important aims according of the curriculum for Swedish preschools is that children get the opportunity, in interaction with the pedagogues, to develop their identity and to feel secure and satisfied with themself. Although, in the curriculum of the Swedish preschool system there is a comprehensive focus on the children’s competencies and learning, the importance that the children feel secure is not that prominent. Consequently a paradox occurs between the focus on children’s competencies and their need for care. The focus of this study is to investigate how this effects the pedagogues work with the children’s self-esteem. The study investigates the pedagogues views on self-esteem and how they work to strengthen and develop the childrens self-esteem. A qualitative method was used, based on interviews and observations, in order to get a verified picture of the pedagogues views on the above questions. The interviews took place in a pre-school in the south part of Stockholm. The study is based on the perspective sociology of childhood. The result shows that the pedagogues child perspective is based on the ’competent child’ where the development of the children’s self-esteem developed with confirmation of the childrens competencies and performances. The childrens self-esteem is according to the pedagogues a concept they take for granted as a ’silent perspective’, instead of something outspoken and something they discuss between one another. In conclusion, to work with children's self-esteem and to make the work as meaningful as possible, it is important that the pedagogues are aware that there are several ways to it’s development both an inner subjective and outer, which they display. The result shows that much focus is placed on developing the outer performance-based self-esteem. As a consequence little focus is laid on the emotional ack