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    The first promotion : self-concept and the transition from afternoon to morning sessions at kindergarten : a thesis presented in partial fulfilment of the requirements for the degree of Masterate of Education (Special Education) at Massey University
    (Massey University, 1999) White, Kelly Diane
    The present study examines the effects of transition from afternoon to morning sessions on the self-concept of children attending kindergarten. In particular, self-concept was examined in terms of gender. Twenty children were tested on three occasions over the transition period using the Dimensional Self-Perception Test for Preschoolers (DSTP). The DSTP was specifically constructed by the researcher for the purposes of the present study. Statistical analyses showed girls consistently scored higher on the Family, General and Kindergarten subscales than boys. Physical subscale scores of all participants increased over time. An interaction effect was found in the Peer subscale, with boys' scores decreasing over time as girls' scores increased. Further testing using the DSTP and larger sample sizes is recommended in order to extend these initial findings on the relationship between self-concept and the first promotion.
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    Depression and learning disabilities : a comparison of the emotional status of normal achieving and learning disabled fifth formers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy at Massey University
    (Massey University, 1992) Wilkinson, Lois
    This study was part of a follow-up project on a cohort of school students. Achievement data had been collected since 1982 and measures on affective variables had been made in 1982 and 1983. Part of the sample had been identified in 1982 as having learning disabilities in one or more academic areas. The students who were defined as learning disabled (LD) were displaying persisting negative responses on an academic self-concept scale in 1982 and 83. The present study was designed to compare the emotional status of these students in 1986, when they were now in their third year of secondary schooling and were faced with the first national examination,. with a group of students who were defined as normally achieving (NA). General self-concept, academic self-concept and depression were assessed. Students were also questioned about the amount and type of remediation they had received. Although it was hypothesised that more LD students than NA would be depressed because of their history of school failure, this was not the case. Fourteen out of 104 students were identified has having been depressed with the number of LD and NA students being nearly equal. The reasons given for their depression related more to family and social problems than to school performance. Depressed students had lower self-concept scores as predicted, but academic self-concept was not significantly associated with depression. The relationship between depression and School Certificate marks was non-significant. With this sample the type of remediation did not seem to have a measured effect on self-concept, or academic self-concept. Very few of the depressed students had received remediation and the interaction was not able to be clarified. The results of the study show that depressed students do exist in our secondary schools and it may be necessary for teachers to learn to recognise the symptoms so that intervention is arranged. The generalisability of the information gained here on the precipitating reasons and the effects of depression is decreased by the small number of depressed students. While there is no reason to presume that these students differ from other students of a similar age, further research is necessary to confirm these findings.
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    An attributional analysis of peer victimisation and bullying behaviour in school children : a replication and extension : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2000) Stuart, Tricia Lee
    Bullying and victimisation of children by their peers' is a perennial problem. Previous studies have shown that both the bully and the victimised child are at risk of psychological problems at the time an in later life. In this study the relationship between characterological versus behavioural self-blaming attributions for victimisation and maladjustment, and peer reactions (rejection/acceptance) was examined in a replication of a study by Graham and Juvonen (1998a). Graham and Juvonen's (1998a) study was also extended here by looking at an extended age range, teachers' views and issues related to bullying. One hundred and sixty-one participants (51 males, 110 females) ranging in age from 10 to 17 years old completed questionnaires that assessed self-perceptions of bullying behaviour and victim status, attributions for hypothetical victimisation situations, and feelings of loneliness, social anxiety, and self-worth. Participants also completed peer-rating measures looking at perceptions of others' bullying behaviour and victim status, and their acceptance and rejection of others in their class. Classroom teachers' completed a measure rating participants in their class on bullying behaviour and victim status. In terms of victimisation, results suggest that as in Graham and Juvonen (1998a) characterological self-blame (CSB) partially mediated the relationship between self-perceived victimisation and adjustment problems. Also consistent with the findings of Graham and Juvonen (1998a), self views of victim status were more predictive of intrapersonal factors (loneliness, social anxiety, and self-worth) and others' (peers' and teachers') views were more predictive of interpersonal factors (peer acceptance/rejection). In terms of bullying behaviour, participants' who reported high levels of self-perceived bullying behaviour also reported lower levels of self-worth. This relationship was moderated by peer perceptions of bullying. Additionally, peers' perceptions of bullying behaviour were related to higher levels of rejection by peers. Further, this rejection was more pronounced when teachers viewed the children as bullies. Further, some supplementary results are discussed, and limitations and suggestions for further research are proposed.