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Aim: Stigmatization by healthcare workers poses a challenge to providing care to the mentally ill. Bedside teaching during undergraduate medical education offers students an opportunity to directly interact with patients with a range of psychiatric disorders and thereby gather reflective experience. The present study investigates if this supervised contact with mentally ill patients during a one-week clinical course on psychosomatic medicine leads to stigma reduction in medical students . The factors influencing stigmatization were also investigated.Method: This was a prospective, non-randomized, controlled interventional study done in the 2019/20 winter semester involving fourth-year medical students who attended a week-long practical block on psychosomatic medicine (intervention group). This group was compared to students who had attended a week-long practical block with a somatic focus during the same time period (control group). Stigmatization was measured before and immediately upon completion of the week using the MICA-4 scale. Data on age, sex, experience with the mentally ill, interest in psychiatry/psychosomatics, and sense of self-worth were also gathered prior to starting the practical block. Analysis of the sample of 143 students with a complete basic data set was carried out using mixed ANOVA, multiple linear regression and moderator analysis.Results: In the context of clinical teaching with psychiatric patients, the stigmatization of the mentally ill among medical students decreased significantly more in the intervention group compared to the students in the control group who received instruction on somatic topics (p =.019, eta 2p =.04). In addition, being female, having previous experience with the mentally ill and general interest in the subjects of psychiatry or psychosomatics at T0 associated with lower stigma. In contrast, stigmatization was increased at the beginning of the study in males and those with low self-esteem. A moderating effect of the factors on stigma reduction was not seen.Conclusion: Undergraduate clinical instruction that enables direct contact and reflective experiences with the mentally ill leads to a reduction in the stigmatizing attitudes held by medical students toward the mentally ill. This underscores the need to have practical clinical instruction using patients. Zielsetzung: Stigmatisierung durch Mitarbeitende im Gesundheitswesen ist eine Herausforderung in der Versorgung psychisch kranker Menschen. Der Unterricht am Krankenbett in der medizinischen Ausbildung bietet die Möglichkeit, durch direkten Kontakt reflektierte Erfahrungen im Umgang mit Kranken diverser psychosomatischer Krankheitsbilder zu machen. In der vorliegenden Studie wurde untersucht, ob der angeleitete Kontakt zu psychisch Kranken in einer einwöchigen klinischen Lehrveranstaltung der psychosomatischen Medizin bei Medizinstudierenden zu einer Reduktion der Stigmatisierung führt. Zusätzlich wurden Einflussfaktoren der Stigmatisierung untersucht.Methodik: Dies erfolgte anhand einer prospektiven, nicht-randomisierten, kontrollierten Interventionsstudie im Wintersemester 2019/20 bei Medizinstudierenden im 4. Studienjahr, die an einer Praxisblockwoche der psychosomatischen Medizin teilnahmen (Interventionsgruppe). Verglichen wurde diese mit Studierenden, die im gleichen Zeitfenster eine Praxisblockwoche mit somatischem Schwerpunkt absolvierten (Kontrollgruppe). Hierbei wurde Stigmatisierung vor Beginn und unmittelbar nach Ende der Woche mittels der MICA4-Skala erhoben. Zusätzlich wurden vor Beginn Alter, Geschlecht, Erfahrung mit psychisch Kranken, Interesse am Fachgebiet Psychiatrie/Psychosomatik sowie Selbstwertgefühl erfragt. Die Auswertung der Stichprobe von 143 Studierenden mit vollständigem Basis-Datensatz erfolgte mittels Mixed-ANOVA, multipler linearer Regression und Moderatoranalyse.Ergebnisse: Im Rahmen des klinischen Unterrichts mit psychisch Kranken in der Interventionsgruppe nahm die Stigmatisierung psychisch Kranker durch Medizinstudierende im Vergleich zu Unterricht in somatischen Fächern der Kontrollgruppe signifikant stärker ab (p =.019, eta 2p =.04). Zudem gingen zu T0 weibliches Geschlecht, Vorerfahrung mit psychisch Kranken sowie allgemeines Interesse an den Fächern Psychiatrie oder Psychosomatik mit einer niedrigeren Stigmatisierung einher. Hingegen war Stigmatisierung bei männlichem Geschlecht und geringem Selbstwertgefühl zu Beginn der Untersuchung erhöht. Ein moderierender Effekt der Faktoren auf die Reduktion der Stigmatisierung zeigte sich nicht.Schlussfolgerung: Klinischer Unterricht in der medizinischen Ausbildung, der direkten Kontakt und reflektierte Erfahrungen mit psychisch Kranken ermöglicht, führt bei den Studierenden zur Reduktion einer stigmatisierenden Haltung gegenüber psychisch Kranken. Dies unterstreicht die Notwendigkeit eines praxisnahen klinischen Unterrichts unter Einbezug von Patient*innen.

Context: In this scoping review, we examine the knowledge base concerning positive mental health studies for students in vocational education and training (VET). The VET student population embraces approximately 30-52% of secondary school students in the Nordic countries, and 40% of the global student population. The risk of early school leaving (ESL) is substantially higher in VET than in general education and mental health may be a relevant factor in this matter. Yet, an overview of mental health studies in VET is lacking and therefore, this article aims to map empirical research studies that have explored positive mental health in VET students. The positive mental health framework, with its origin in Antonovsky's (2002) salutogenesis and positive psychology, focuses on factors that promote mental health and wellbeing rather than taking on a pathological perspective. Methods: For our scoping review, we searched four databases, and 19 articles were found eligible for inclusion. These articles were systematically screened by means of a coding scheme to identify the following information: Country of origin of the study, its aim, research design, measures, conceptualization of mental health, and main findings. Results: The evidence suggests that positive mental health is understood as a multifaceted concept, and wellbeing is the dimension that is explored most often, followed by resilience and quality of life. The majority of the included studies used a validated questionnaire to assess various aspects of positive mental health, and most of them sought to explore correlations between different dimensions of positive mental health. Main findings of the studies suggest that a supportive school environment, physical activity, and a strong vocational identity may contribute to positive mental health for students in VET. Furthermore, correlations have also been identified between environmental factors and positive mental health. Finally, findings from the review illustrate how even small-scale interventions may have far-reaching effects, due to the interrelatedness of the different dimensions within the positive mental health construct. Conclusion: Findings from this review illustrate that numerous factors may affect the wellbeing of students in VET. In particular, a strong vocational identity, a supportive school environment, and physical activity may contribute to positive mental health. These findings suggest that VET teachers may promote the wellbeing of their students by providing a supportive psychosocial learning environment at school. (DIPF/Orig.)

In the United States, residents of mobile homes and mobile home communities are faced with cultural stigmatization regarding their places of living. While common, the “trailer trash” stigma, an example of both housing and neighborhood/territorial stigma, has been understudied in contemporary research. Through a range of discursive strategies, many subgroups within this larger population manage to successfully distance themselves from the stigma and thereby render it inconsequential (Kusenbach, 2009). But what about those residents—typically white, poor, and occasionally lacking in stability—who do not have the necessary resources to accomplish this? This article examines three typical responses by low-income mobile home residents—here called resisting, downplaying, and perpetuating—leading to different outcomes regarding residents’ sense of community belonging. The article is based on the analysis of over 150 qualitative interviews with mobile home park residents conducted in West Central Florida between 2005 and 2010.

The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.

[Correction Notice: An Erratum for this article was reported online in Journal of Personality and Social Psychology on Apr 4 2019 (see record 2019-18472-001). In the article, the stability model is referred to incorrectly as trait-state error model in the abstract, twice in the main body of the article, and in the Table 2 Note. Corrected versions of the fourth sentence in the abstract, the first sentence of the Analysis Outline section, and the first sentence of the Table 2 Note are provided in the erratum. The Kenny & Zautra (1995) reference has been deleted from the text and References list, and Steyer & Schmitt (1994) was added to the text and References list. All versions of this article have been corrected.] The existence of links between personality traits, values, and well-being and self-esteem is well established, but the nature and direction of these links have been less clearly understood. This study examines longitudinally the stability of traits and values, their mutual effects, and their effects on affective and cognitive well-being and self-esteem. We analyzed data from a nationally representative panel in The Netherlands, spanning 5 time points spread across 8 years (n = 5,159 to 7,021 per time point, total N = 11,890). We estimated latent state-trait models with autoregression and random-intercepts cross-lagged panel models to account for the trait-like, time-invariant stability of the constructs. Traits were more stable than values. The bidirectional effects tended to be significant, but could be distinguished by their relative size. Traits predicted values more strongly than they were predicted by values, and generally predicted well-being and self-esteem more strongly than values did. Traits predicted broad well-being (especially its affective aspects) more strongly than they were predicted by it; values, by contrast, were predicted by well-being (especially its cognitive aspects and self-esteem) more strongly than they predicted it. The findings highlight the central role of traits for personality functioning, while also supporting the mutual constitution of traits and other personality concepts. The results are discussed in the framework of different theoretical approaches to the composition of the broader personality system. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

European journal of personality 35 (2021) 5, S. 736-753, Sociometer theory proposes that a person's self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children's everyday lives is lacking. In three intensive longitudinal studies, we examined whether children's self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children's self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon. (DIPF/Orig.)

Personal relationships 28 (2021) 4, S. 940-960, Whether exclusion hurts or inclusion feels good is debated within social psychology, and research designs often compare people who are excluded from those who are included. Here, we examined how participants differ when they are excluded or included relative to when they are not engaging in social interactions. Participants completed an ecological momentary assessment study (7 days, six measures a day). Participants indicated if they were having a social interaction, whether the interaction was inclusionary or exclusionary, and their mood and basic needs. We found that when people were excluded, relative to no interaction, they had lower basic needs and worsened mood; the reverse was true during inclusion episodes. We also found that the within-person effect of exclusion was larger than the within-person effect of inclusion and that exclusion experiences were relatively uncommon (≈10% of all reported social interactions). Future research and the importance of examining within-person effects are discussed. (DIPF/Orig.)

Given recent advances in technology, connectivity, and the popularity of social media platforms, recent literature has devoted great attention to problematic Facebook use. However, exploring the potential predictors of problematic social media use beyond Facebook use has become paramount given the increasing popularity of multiple alternative platforms. In this study, a sample of 584 social media users (Mage = 32.28 years; 67.81% female) was recruited to complete an online survey assessing sociodemographic characteristics, patterns, and preferences of social media use, problematic social media use (PSMU), social media use motives, psychological well-being, self-esteem, and positive and negative affect. Results indicated that 6.68% (n = 39) of all respondents could be potentially classed as problematic users. Moreover, further analysis indicated that intrapersonal motive (β = 0.38), negative affect (β = 0.22), daily social media use (β = 0.18), surveillance motive (β = 0.12), and positive affect (β = −0.09) each predicted PSMU. These variables accounted for about 37% of the total variance in PSMU, with intrapersonal motive driving the greatest predictive contribution, over and above the effects of patterns of social media use and sociodemographic variables. These findings contribute to the increasing literature on PSMU. The results of this study are discussed in light of the existing literature on PSMU., publishedVersion

This article discusses what kind of strategies people with a stoma or various chronic skin conditions, such as psoriasis or atopic dermatitis, use to find clothes that fit and enable them to fit in. Based on qualitative interviews in Norway, we study how they manage to dress with a demanding body, a poor market and limited economic resources. This includes describing how purchases take place, which clothes fit, how much clothing is needed, and which laundry practices are used. Their main strategy was to reduce the requirements for their own appearance rather than to cleanliness and body odours. If they were unable to appear appropriately dressed, as a minimum odourless and stain free, they reduced their participation in social life.

The objective of the present study was to identify the development of type c personality through processes of socialization that favour standard roles of gender as well as the relationship with breast cancer. Interviews and stories of life about diagnosed women with this disease were gathered using the interpretative method for the analysis of data. The results showed the relationship between the described elements, finding that the need for harmony is the prevailing element of this construct of personality that negatively impacts in practices of self-care such as breast self-examination and a timely medical checkup. Therefore, actions from a psychological perspective able to promote self-care practices, focus on the prevention of breast cancer, are proposed. Se identifica el desarrollo de la personalidad tipo c mediante procesos de socialización que fomentan roles normatizados de género y la relación de éstos con el cáncer de mama. Se entrevistaron mujeres diagnosticadas con esta enfermedad utilizando el método interpretativo para el análisis de datos. Los resultados mostraron relación entre los elementos descritos al encontrarse que la necesidad de armonía es el elemento prevaleciente de este constructo de personalidad que incide negativamente en prácticas de autocuidado, tales como la autoexploración mamaria y la asistencia oportuna al médico. Por ello, se proponen acciones desde la práctica psicológica que permitan promover el autocuidado enfocado en la prevención oportuna del cáncer de mama.

Objective: Although optimism's beneficial role for various life areas is well documented, previous findings regarding its significance for students' achievement at school are inconclusive. This study examined the relation between optimism and academic achievement in early adolescents. It investigated the functional form of this relation, addressed whether the initial achievement level moderates this association, and compared this with effects on self-esteem. Method: We used a large German sample (N56,010; 53.2% females; baseline Mage514.1) with two measurement points over a period of 5 months (middle and end of 7th grade). Estimating LOESS curves and latent change-regression models revealed three main findings. Results: (a) Optimism showed a nonlinear association with subsequent changes in academic achievement: Optimism promoted academic achievement, but this positive association reached a plateau in above-average optimism ranges and a minimum value in below-average ranges of optimism. (b) The achievement level at t1 moderated this relation so that high optimism exerted a more positive effect for high-achieving adolescents. (c) By contrast, optimism had an overall positive effect on self-esteem. Conclusions: The results therefore broaden the evidence on benefits of optimism by linking optimism to academic success in early adolescents but indicate only small and nonlinear associations. (DIPF/Orig.)

Contains fulltext : 194084.pdf (Publisher’s version ) (Open Access) Previous studies on self-esteem and depression demonstrated the usefulness of both implicit and explicit self-esteem as well as their congruence (also known as self-esteem consistency) to predict future depressive symptoms. High self-esteem consistency describes when implicit and explicit self-esteem match (e.g., both high or both low). In the current study, we investigated if implicit and explicit self-esteem and self-esteem consistency predict the course of treatment efficacy of a cognitive behavioral depression therapy. Explicit self-esteem was assessed by the Rosenberg Self-Esteem Scale, implicit self-esteem by a priming task. Participants were 31 patients with a major depressive or recurrent depressive disorder receiving cognitive behavioral therapy treatment in an inpatient setting. Self-esteem measures were administered before treatment. The development of depression symptoms during treatment and at the 4-month follow-up was measured on the Beck Depression Inventory. Implicit and explicit self-esteem did not predict the course of the therapy. Patients with congruent self-esteem, however, improved faster and showed lower severity of symptoms throughout treatment. In contrast, neither explicit nor implicit self-esteem nor self-esteem consistency predicted the stability of effects after treatment. Practical implications such as targeting discrepancies in self-esteem during treatment are discussed 19 p.

This study extends existing research on Facebook’s impact on users’ life satisfaction. The results from two surveys of college students demonstrate a tension between Facebook use and users’ perceived contentment with their lives. Existing literature indicates students use Facebook to enhance self-esteem, yet the results from this study connect increased Facebook use to lower self-reported levels of happiness. In particular, respondents’ interactions with photos and videos increase users’ dissatisfaction. This phenomenon may be due to the impact photos have on the ways users engage in social comparisons with Facebook “friends” and the self-construals they create based on these comparisons.

Each year, a large number of students aged 25 years and over take part in vocational and education training (VET) programs in the Province of Quebec, Canada. The life experiences of many of these adults are marked by complex psychosocial and professional events, which may have influenced their career decision-making processes. This paper aimed to identify key rationales guiding the decisions of adults aged 25 years and older to return to education based on a thematic analysis of 30 semi-structured interviews with students enrolled in a VET program. The analysis focused on two theoretical axes: one biographical and the other interactionist. The first involved personal life courses and professional projects undertaken by the student in the past. The second examined tensions and conflicts between context forces and adjustment strategies adopted by the student. The results revealed five decision-making rationales that characterized the vast majority of the students’ experiences: 1) get out of a socioprofessional and economic slump; 2) know yourself better, personally and socially; 3) value the concrete and the practical; 4) take advantage of supporting conditions; and 5) reconcile proximity and the known. The relevance and implications of these findings for professionals and decision makers in vocational training are discussed.

Journal for educational research online 8 (2016) 2, S. 136-157, The aim of the study was to investigate the structure of affective and cognitive engagement using the Student Engagement Instrument (SEI; Appleton, Christenson, Kim, & Reschly, 2006) and to examine the associations to behavioral engagement, as well as student-reported self-esteem, burnout, and academic achievement among Finnish junior high school students. The analyses were carried out in the main sample of 2,485 students, as well as in an independent sample of 821 students. The results showed that the original five-factor structure of the SEI construed along three affective and two cognitive engagement factors fit the current data relatively well. Affective and cognitive student engagement correlated positively with an independent measure of behavioral engagement. Furthermore, affective and cognitive engagement were positively associated with student-reported self-esteem and academic achievement, and negatively with school burnout. The findings provided corroborating evidence for the psychometric properties and utilization of the SEI instrument for assessing the engagement of junior high school students. (DIPF/Orig.), Ziel der Studie war es, die Struktur von affektivem und kognitivem Engagement unter Nutzung des Student Engagement Instruments (SEI; Appleton, Christenson, Kim & Reschly, 2006) sowie die Verbindungen zu verhaltensbezogenem Engagement, Selbstwertgefühl, Burnout und Schulleistung unter Schülerinnen und Schülern der Mittelstufe in Finnland zu untersuchen. Die Analysen wurden mit einer Hauptstichprobe von 2485 Schülerinnen und Schülern sowie mit einer unabhängigen Stichprobe von 821 Schülerinnen und Schülern durchgeführt. Die Ergebnisse zeigen, dass die ursprüngliche Fünf-Faktoren-Struktur des SEI mit drei affektiven und zwei kognitiven Engagement-Faktoren die vorliegenden Daten am besten abbildet. Affektives und kognitives Student Engagement korrelierten positiv mit einer unabhängigen Messung von verhaltensbezogenem Engagement. Darüber hinaus wurde für affektives und kognitives Engagement ein positiver Zusammenhang mit dem von den Schülerinnen und Schülern selbstberichteten Selbstwertgefühl und ihrer Schulleistung sowie ein negativer Zusammenhang mit Schul-Burnout festgestellt. Die Befunde bekräftigen die Eignung des SEI als psychometrisches Instrument zur Messung von Student Engagement von Schülerinnen und Schülern der Mittelstufe. (DIPF/Orig.)

This study examined interrelations between three indicators of main challenges during adolescence: academic achievement, self-perceived peer acceptance, and self-esteem. An additional aim was to investigate whether the findings hold for girls and boys and across school types (academically oriented track vs. non-academically oriented track). We used a large German longitudinal study (N = 7,977; mean age at t 1= 13.5 years) with three measurement points over a period of four years (start of seventh grade, end of seventh grade, end of tenth grade). Cross-lagged panel and multi-group models revealed seven main findings: (1) We found general positive associations between academic achievement, perceived peer acceptance, and self-esteem. (2) Higher academic achievement predicted higher self-esteem, but not vice versa. (3) Self-esteem and peer acceptance showed mutual associations, but only in older adolescents between the end of seventh and end of tenth grades. (4) Peer acceptance slightly predicted lower levels of academic achievement in students on the non-academically oriented track. (5) The results held for both girls and boys, but (6) changed over the course of adolescence and (7) differed between school types. Taken together, our findings offer comprehensive insight into the relations between salient developmental tasks in adolescence. (DIPF/Orig.)

A ring-model of vicious cycles in customer–employee-interaction is proposed: service employees perceive complaints as a threat to their self-esteem resulting in defense responses such as an increased need for cognitive closure, a devaluation of the customer and their information and degrading service behavior. Confronted with such degrading service behavior, customers react defensively as well, by devaluing the employee for example with regard to his/her competence and by reducing repurchase and positive word-of-mouth (WOM). Three studies investigated each link in this ring-model. In study 1, participants were confronted with an aggressive or neutral customer complaint. Results show that motivated closed-mindedness (one aspect of the need for cognitive closure) increases after an aggressive complaint leading to a devaluation of the customer and their information, and in turn to a degrading service reaction. In study 2, participants were confronted with a degrading or favorable service reaction. Results show that they devaluate the employees’ competence after receiving a degrading service reaction and thus reduce their intention to repurchase. In study 3, we finally examined our predictions investigating real customer–employee-interactions: we analyzed data from an evaluation study in which mystery callers tested the service hotline of an airline. Results show that the employees’ competence is devaluated after degrading behavior and thus reduces positive WOM.

Large numbers of studies, mostly from the U.S., have addressed the effects of parental separation and divorce, pointing to disadvantages of children and adolescents growing up in separated families. However, evidence on this topic varies across countries and is limited for Germany. Using longitudinal data from waves 1 and 3 of the German Family Panel pairfam, we investigated differences in adolescents’ well-being by comparing stable nuclear families (n = 1968), single mother families (n = 360), and stepfather families (n = 214), as well as an additional smaller group of adolescents whose parents separated between waves 1 and 3 (“prospective separators”; n = 76). Adolescents’ satisfaction with different domains of life (family, education/work, and their general life satisfaction) as well as their self-esteem were used as indicators of well-being. A series of multiple regression analyses tested the effects of family structure on well-being at T1 and changes in well-being over time, controlling for various background factors. Furthermore, likely mediation effects of infrequent contact to the non-resident father and economic strain were tested. The findings show (relatively minor) effects of parental separation, namely lower well-being among youth1 in single mother families compared to nuclear families. Disadvantages of youth in single mother families could only be partly explained by the higher financial strain generally experienced in these families. Youth in stepfather families reported a similar overall well-being as adolescents in nuclear families, but indicated a greater decrease in family satisfaction over time. Pre-separation disadvantages among prospective separators were limited to greater dissatisfaction with school. Infrequent contact with the non-resident father did not affect adolescents’ well-being. Effects of family structure did not differ between boys and girls, but maternal education moderated the effects of family structure on adolescents’ life satisfaction. Overall, the findings are in line with other evidence from Germany, which points towards only limited disadvantages of youth in separated or divorced families., Comparative Population Studies, Vol 40, No 3 (2015): Research on Divorce: Causes and Consequences

Social Psychological and Personality Science 6 (2015) 4, S. 455-463, Personality development in young adulthood has been associated with the experience of a number of new social roles. However, the causal interpretation of these findings is complicated by the fact that it is not possible to randomize young adults by their life experiences. To address this problem in the context of the first partnership experience, we applied propensity score matching to a sample of initially inexperienced singles and followed them across 4 years. Using matched samples, results indicated that the first partnership experience relatively robust increased life satisfaction. The first partnership experience between the ages of 23 and 25 (but not in other ages) was also related to higher self-esteem, extraversion, and conscientiousness and to lower neuroticism. The discussion highlights the effect of the first partnership on the development of a mature personality and the potential for propensity score matching to make useful contributions to social and personality research. (DIPF/Orig.)

Objetivo: Identificar os problemas adaptativos do modo psicossocial do modelo de Roy em pacientes renais crônicos em hemodiálise. Métodos: Estudo do tipo transversal, realizado com 178 pacientes de um centro de diálise do nordeste do Brasil. Resultados: Foram identificados três problemas adaptativos, sendo dois do modo de autoconceito: disfunção sexual e baixa autoestima; e um do modo de desempenho de papel: falha no papel. Conclusões: Os problemas adaptativos falha no papel, disfunção sexual e baixa autoestima se remetem à presença de uma doença cônica e a um tratamento invasivo, uma vez que essas condições afetam diretamente no estilo de vida do indivíduo. Descritores: Teoria de enfermagem; Diálise renal; Insuficiência renal crônica.

This study tested whether the gender intensification hypothesis applies to relations between multiple domain-specific self-concept facets and self-esteem. This hypothesis predicts gender-stereotypic differences in these relations and assumes they intensify with age. Furthermore, knowledge about gender-related or age-related differences in self-concept-self-esteem relations might provide valuable knowledge for designing effective self-esteem enhancement interventions. We investigated grade and gender differences in the relations between domain-specific self-concept facets and self-esteem within a sample of 1958 German students in Grades 3 to 6. Results indicated no difference in the self-concept - self-esteem relations between the subsamples of third and fourth graders and fifth and sixth graders or between boys and girls. These relations also did not differ between boys and girls in the subsamples of third and fourth graders and fifth and sixth graders. These results suggest self-concept-self-esteem relations to be invariant across grade levels and gender and thus did not support the gender intensification hypothesis.

Objetivos: Descrever e analisar a utilização da taxonomia CIPE ao processo de enfermagem fundamentado na teoria de Orem a uma paciente submetida à Mastectomia Radical. Método: estudo de caso, realizado com a paciente de 53 anos, sexo feminino, internada em uma unidade oncológica do Município do Rio de Janeiro, em abril de 2011. Resultados: foram identificados os principais diagnósticos de enfermagem segundo a CIPE: integridade da pele em risco, dor atual em mama direita, risco para auto-estima e auto cuidado baixos. Em seguida construímos o plano de cuidados contendo as intervenções e resultados propostas pela CIPE. Conclusão: Foi possível associar o uso da teoria de Dorothea Orem como instrumento associado à taxonomia CIPE, adequando-se a forma de planejamento da assistência de enfermagem.&nbsp

The study was focused on the relationships between ethnic self-esteem and various indicators of intergroup attitudes in a representative sample of adult population of Estonia (N=1142). Attitudinal variables that discriminated most between persons with high and low ethnic self-esteem were identified. Among Estonians ethnic self-esteem was related to positive ingroup bias, readiness for outgroup contact, perceived threat from the outgroup, attitudes to non-Estonian minority, and attitudes toward minority integration. Among non-Estonians ethnic self-esteem was related to readiness for outgroup contact, ethnic sterotypes, and various attitudes towards minority integration. An attempt was made to reconstruct the system of intergroup attidues of prototypical persons with high and low ethnic self-esteem and to describe psychological implications of high and low ethnic self-esteem for members of majority and minority groups. Various theoretical models (social identity theory, integrated threat theory, social dominance theory) were used for interpretation of the results., Studies of Transition States and Societies, Vol 1, No 1 (2009)

Paula Beltrão Gomes de Souza Zsfassung in dt. und engl. Sprache Graz, Univ., Dipl.-Arb., 2012

The experiment deals with the impact of self-esteem and liking for the partner on the attribution of agreement and deadlock in bargaining. Fifty-eight male and 70 female students played the Harsanyi-Selten bargaining game with incomplete information eight times, allegedly each time with a randomly selectedpartner. In fact in four games a computer program simulated the partner. Combining an experimental variation ofliking (liking-disliking), own costs (low, high), partner costs (low, high) the experiment followed a 2x2x2 repeated measures design. As predicted by a path model from balance theory (a) failure (deadlock) was attributed more to the partner and less to selfthan success (agreement), (b) success was attributed more to the liked than the disliked partner, whereas failure was attributed more to the disliked than the liked partner. Der Einfluss von Selbstachtung und Achtung des Partners auf die Attribution von Übereinstimmung und Ausweglosigkeit in einer Verhandlungssituation wird untersucht. 58 Studenten und 70 Studentinnen spielten achtmal Harsanyi-Selten mit unvollständigen Informationen und vorgegebenerweise jedes Mal mit einem zufällig ausgewählten Partner. Bei je vier Spielen simulierte ein Computer den Partner. Die Untersuchung folgte einem wiederholten 2x2x2-faktoriellen Versuchsplan: Partnerachtung (hoch-niedrig), Eigenkosten (hoch-keine) und Kosten des Partners (hoch-keine). Die Ergebnisse bestätigten die Annahmen der Gleichgewichtstheorie: (1) Der Verhandlungsabbruch wurde mehr dem Partner als sich selbst zugeschrieben, während der Verhandlungserfolg mehr auf die eigene Person attribuiert wurde; (2) Erfolg wurde eher dem geachteten als dem missliebigen Partner zugeschrieben, während der Verhandlungsabbruch eher auf den missliebigen als auf den geachteten Partner zurückgeführt wurde.

The present thesis investigates the relationship of body weight, self-esteem and skepticism towards advertising. Based on the Self-Esteem Theory, Gender Theories, the Cognitive Dissonance Theory and the Social Comparison Theory, hypotheses for four different studies are derived. The first study is focusing on the general relationship of body weight, self-esteem and skepticism towards advertising including the demographical variables gender and education. The study's findings support a general direct influence of body weight on skepticism towards advertising. Furthermore, self-esteem mediates the relation of body weight and skepticism towards advertising and gender is a moderator in the mediated relationship. Moreover, education impacts the relationship. The second study focuses on the influence of advertisements for specific products on the relationship. The main finding is that the specific product, which is promoted in the advertisement, does influence the relation of body weight, self-esteem and skepticism towards advertising. The third study investigates seasons as a crucial factor on the relationship. No moderation of the seasons can be detected, but investigating summer and winter separately, both relationships of body weight, self-esteem and skepticism towards advertising result in a mediation. The fourth and final study shows the influence of differently sized models on the relationship. Overweight models cause higher levels of skepticism towards advertising among normal weight and overweight women. The thesis gives further implications for various contribution areas such as the scientific area, consumers and public institutions and health facilities that could benefit from the studies' findings., Keine Zusammenfassung vorhanden, Mag.a Sabrina Cara Brauneis, M.Sc., Dissertation Alpen Adria Universität Klagenfurt 2015