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Subject: search.filters.subject.Self-esteem in children

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    The impact of immigration on the anxiety, self-esteem and attitudes towards school and friends of South African immigrant children : a thesis in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1997) Mason, Lesleyanne
    This study is an attempt to explore any psychological and emotional difficulties South African immigrant children may encounter in New Zealand. Use was made of both qualitative and quantitative data. Anxiety and self-esteem scales were administered together with various semantic differential examining attitudes towards and perceptions of friends and schools. Two questionnaires were designed to explore aspects of the South African children's immigration experience, including reasons for their immigration, how they feel about it, what they like and do not like about South Africa, and what they like and do not like about New Zealand. One of these questionnaires was completed by the South African children's parents and the other by the South African children. The sample consisted of 36 South African children who had volunteered from three North Shore Intermediate schools. The control group consisted of 36 New Zealand children who had volunteered from a North Shore Intermediate school. All of the children completed the anxiety, self-esteem scales and the semantic differentials. Only the South African children and their parents completed the questionnaires. Results indicated no significant difference in State and Trait anxiety and global self worth for South African children and New Zealand children based on gender. A significant difference was found in social acceptance for the New Zealand children based on gender. New Zealand girls have significantly higher self-esteem (social acceptance) than do New Zealand boys. South African immigrant children had significantly higher State anxiety than did New Zealand children. Anxiety and self- esteem was measured in relation to various demographic variables. It was found that South African immigrant children who knew another child at the first school attended in New Zealand had greater self-esteem (global self worth) than children who did not. South African immigrant children who were happy to be living in New Zealand had lower State anxiety and higher self-esteem (global self worth) than children who were not happy to be living in New Zealand. South African immigrant children have significantly more negative attitudes and perceptions of school in New Zealand than school in South Africa. They also have more negative attitudes and perceptions of their friends in New Zealand than New Zealand children have.
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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.