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Compulsive buying is a potentially dangerous and addictive behavior that causes a series of negative psychological and social consequences. So, the aim of current study was to investigate the mediating role of self-esteem and self- control in the relationship between family functioning and compulsive buying behavior. The research design was descriptive – correlational. From the female adolescents’ population of Nourabad high school students in academic year of 1398-1399, a total of 307 subjects were selected via multistage cluster sampling method and were tested by Family Assessment Device, Edwards Compulsive Buying Scale, Self- control Questionnaire and Rosenberg Self-esteem Scale. To analyze the data structural equation modeling were conducted.The results showed that direct effect of family functioning on compulsive buying behavior was significantly positive, the direct effect of self-esteem and direct effect of self-control on compulsive buying behavior were significantly negative. Also, results showed that the mediating role of self-esteem and self-control in the relationship between family functioning and compulsive buying behavior was significant. Based on the findings, it can be concluded that family functioning, self-esteem, and self- control are important factors affecting female adolescents’ compulsive buying Behavior.

Victimization by peers and siblings is associated with poorer mental health outcomes in adolescence. What is less clear is whether mental health outcomes improve if victimization experiences cease (e.g., being victimized in primary school but not secondary school). This study aims to explore how changes in victimization experiences are associated with changes in mental health outcomes in early adolescence. Data are from 13,912 participants in the Millennium Cohort Study (MCS), a nationally representative cohort of individuals born in the UK. Self-reported victimization by peers and siblings, as well as mental health outcomes (depressive symptoms, life satisfaction, self-esteem, and body image), were collected at age 11 and age 14. Victimization at either time point was associated with poorer mental health across the range of outcomes, with effects largest for those who were consistently victimized. Those who reported increasing victimization had greater deterioration in their mental health compared with their peers who were never victimized. Conversely, children whose victimization decreased showed similar mental health development over this period as those who were never victimized. There was a cumulative effect of victimization by peers and siblings, with effect sizes generally larger for experiences with peers. Victimization in adolescence is associated with enduring reductions in mental health. Nonetheless, the promising outcomes associated with reductions in victimization suggest the potential for bullying interventions in schools to limit the deterioration in mental health in victimized groups.

Background: Different patterns of gender-based relationships between attitude toward smoking and self-esteem with smoking behavior have reported. However, such associations may be much more complex than a simply supposed linear relationship. We aimed to propose a method of providing hand details on the total and gender-based scenarios of the relationships between attitude toward smoking and self-esteem with smoking. Materials and Methods: A secondary analysis conducted on a data set obtained for a cross-sectional study among 4,905 male and female high school students in Tabriz, Iran (2012). We randomly selected 196 classes in a clustering process and invited all the students in the classes to participate in the study; then, investigated the relationship between smoking with attitude and self-esteem, as explanatory variables. We also found the data to fit a nonlinear functional relationship and to be free from normal condition due to applying Bayesian nonparametric functional latent variable model. Results: Among all the students, attitude was found as the only variable with conceptual effect on smoking (p

The present study aims to investigate the effect of social skills training with the help of multimedia Instructional on self-esteem of students (6 to 11 years old) with learning disorder. For this purpose, through a quasi-experimental inquiry, among students with learning disorder in "Institute for learning disorders" located in the city of Karaj, 36 students were selected randomly and then equally divided into two groups: experimental and control groups. The research tool was a self-esteem questionnaire compiled by Caper Smitt and Abdolah Nejhad has confirmed its validity and its reliability has been calculated through Cronbach's alpha. During eight sessions experimental group were trained using realized multimedia software and control group was kept away from independent variable. To evaluate resultant changes, a pre-test was conducted on both groups. After pre-test the experimental group was exposed to the independent variable i.e. multimedia Instruction and then on both groups post-test was performed. In order to analyze data, statistical methods have been used both in descriptive level (Central indexes and dispersion) and in inferential level (covariance analysis). After reviewing pre-test scores and the age of the students, the results of covariance analysis showed that in the 6 to 11-year-old students with learning disorder, social behavior training by means of multimedia software has significantly increased their self-esteem.

This study aimed at analyzing the effect of training a sample (N =116, ages: 7-9) of regular and special needs students in “Building Up Self-Esteem Program” on their academic and social skills in an integrated environment. The sample was randomly selected from three Lebanese schools and divided into three groups: 2 experimental groups (68 students) were trained in the year 2014 in Robert Reasoner program: “Building -up Self- esteem” and- 1 control group (48 students). Pre and post –training scores were collected from the sample on Cooper Smith Self-esteem Scale (CSES), Conner's Social skills subscale CTRS-F, and academic performance. Results revealed significant differences on these scales on the benefit of the experimental group. Findings revealed that the training had contributed in decreasing the average of Conner's subscales for the participants with special needs as compared to the members of the control group who showed an increase in these elements. Moreover, findings showed that the integration of the students with special needs with regular students had helped in decreasing the behavior problems (as it shows through the decrease of their post averages on Conner's subscales and the increase in the grade average of self- esteem and scholar achievement as compared to the control group. Results revealed the teachers’ self-evaluation can have a positive impact on the students’ self-esteem. Future recommendations and researches were discussed.

Evidence from developed country data suggests that cognitive and non-cognitive skills contribute to improved labor market outcomes. This paper tests this hypothesis in a developing country by using an individual-level data set from Peru that incorporates modules to measure cognitive and non-cognitive skills. The paper estimates a structural latent model with unobserved heterogeneity to capture full ability rather than just measured skill. It also applies standard ordinary least squares techniques for comparison. The analysis confirms that cognitive and non-cognitive skills are positively correlated with a range of labor market outcomes in Peru. In particular, cognitive skills positively correlate with wages and the probability of being a wage worker, white-collar, and formal worker, with verbal fluency and numeric ability playing particularly strong roles. The results are robust to methodology. The patterns are less uniform for non-cognitive skills. For instance, perseverance of effort (grit) emerges strongly for most outcomes regardless of methodology. However, plasticity—an aggregation of openness to experience and emotional stability—is only correlated with employment, and only when using the structural latent model. The ordinary least squares method also finds that the disaggregated non-cognitive skills of kindness, cooperation, emotional stability, and openness to experience emerge significantly, mostly for the wage estimates. The different results derived from the ordinary least squares and the structural model with latent skills suggest strong measurement bias in most non-cognitive skills measurement. These findings, although only correlational because of the use of a single cross-section, suggest that recent efforts by the Peruvian government to incorporate non-cognitive skill development into the school curriculum are justified.

Introduction: One of the normal personality characteristics is having self-esteem and its behavioral consequences which are attributable to external or internal causes, and are effective on the academic achievement of students. The purpose of this study was to compare self- esteem, locus of control and their relation with educational status of university students at Shahid Sadoughi University of Medical Sciences in Yazd. Method: In this cross-sectional study, 300 students of different faculties were evaluated. We used a questionnaire that includes demographic data, Rotter's locus of control standard questionnaire and Cooper- Smith's self-steem standard questionnaire. The data were collected and analyzed by the SPSS-18 software. Results: The average score of self-esteem was 31.84±8.32 (with a range of 0-50), and the mean score of locus of control was11.59±3.19 (with a range of 0-23). 15.4% of the subjects had internal locus of control and 74.9% had high level of self-esteem. There was no statistically significant relationship between self-esteem and locus of control (p=0.27). There was a statistically significant correlation between locus of control and average score (p=0.046), self-esteem and average score (p=0.02). In this study, age with locus of control, and average score with self-esteem have positive correlations and locus of control with self-esteem has a reverse correlations. Conclusion : The majority of students that had a high level of self-esteem and an external locus of control has high average score and as the majority of the students who had a high level of self-esteem were studying in the School of Health.

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., 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.

The current study analyzes the relationship between the apparent teacher’s Self-efficacy and attitudes towards integrating technology into classroom teaching, self- evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al,2004) was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre –post measurement on teachers’ attitudes towards using technology was examined using an opened and a closed questionnaire. Teachers’ performance was measured by means of their Activeinspire projects results using active boards after their third practice of training in computer skills and Activeinspire program. To accumulate data on teachers’ self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983). The study acknowledged probable impacts of computer training skills on teachers ‘self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r = 0.99 between the perceived self-efficacy towards technology incorporation and teachers’ self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Activeinspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.Keywords: Self- esteem; Activeinspire pre-service training; Perceived self -efficacy; Computer technology performance.

This study is related to the Volubilis project “Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students. The purpose of this research was to provide data about the health status the effects of communication disorders and learning difficulties on self- esteem and academic performances within students from the University Hassan II Mohammedia–Casablanca. 350 students belonging to the University Hassan II Mohammedia-Casablanca participated in the survey. The average age of students is 22 years and suffers no physical or mental disability. Our results indicate that the majority of students surveyed report having good health. However, a quarter of students report being affected by one or more communication disorders. Half of the students affected by a disorder report low self-esteem, more than a quarter Of these students had a feeling of social rejection. The majority of these students say that they have faced difficulties to continue their studies, which suggests That communication disorders lead to a form of academic failure.