初中学生自尊特点的初步研究

对991名城乡在校初中生施以Coopersmith自尊问卷（25条目版）测验。对问卷的测量学分析发现：该自尊问卷的中文版具有较高的信度,其与有关测量工具之间的效标关联效度合乎逻辑;对被试自尊特点的分析发现：初中阶段学生的自尊存在极显著的年级差异,初中二年级开始自尊极显著地降低;初中生的自尊不存在性别差异;城市被试的自尊在总体上高于农村被试,但城乡因素与被试的性别有交互作用;独生子女的自尊高于非独生子女,但这一差异仅存在于初中一年级。     

Enhancement of self-esteem among female adolescent incest victims: a controlled comparison

A therapeutic intervention consisting of homogeneous group therapy and sexual education with same-sex therapist/clients was instituted with 15 female incest victims, compared to a matched control group; all the subjects had experienced intrafamilial incest and were court-placed in a Southern California resident facility. A series of behavioral markers and changes in self-esteem are reported by use of pre- and posttests of the Coopersmith Self-Esteem Inventory, behavioral observations by resident professionals, and checklists/daily behavior logs. The latter were evaluated for signs of further victimization of both groups. Findings show that female incest victims in the experimental group showed a significant increase in positive self-esteem as measured by the inventory, and developed a significantly increased knowledge of human sexuality, birth control, and venereal disease when compared to the control group.     

A laboratory task for induction of mood states

One hundred female college students were administered the Harvard Group Scale of Hypnotic Susceptibility, Form A, to provide a measure of primary suggestibility. In a 2nd hr, each S was randomly assigned to one of five individual treatments of 20 Ss each. One group read and concentrated upon 60 self-referent statements intended to be elating: a second group read 60 statements intended to be depressing. A third group read 60 statements which were neither self-referent nor pertaining to mood. This group controlled for the effects of reading and experimental participation per se. Fourth and fifth groups received demand characteristics control treatments designed to produce simulated elation and simulated depression, respectively.

Two measures of pre-treatment mood level were obtained from each S at the beginning other individual treatment. Following treatment, as criteria for elation and depression, seven behavioral task measures were obtained. Four of these distinguished significantly among the treatment groups. The comparative performance of Ss in the three control groups indicated that the obtained mood changes could not be attributed to artifactual effects. Moreover, post-experimental questionnaire data strongly supported the conclusion that Elation and Depression treatments had indeed respectively induced elation and depression.     

Self-esteem, depression, and alcohol dependency among high school students

123 high school students completed the short form of the Coopersmith Self-esteem Inventory-School Form and its Lie scale, Beck's Depression Inventory, and an Alcohol Dependency Scale. Analyses of variance (2 x 4) showed boys had higher mean Lie scores than girls, and freshmen had lower mean alcohol dependency scores than sophomores, juniors, and seniors. Correlations between self-esteem scores and depression scores were significant and negative, but values were significant and positive between self-esteem and lie scores and between depression and alcohol dependency scores. Much work is required to understand better the relations among depression, self-esteem, and drug and alcohol dependency in high school students if interventions are to focus upon prevention.     

不同归因取向的表扬对儿童失败后的影响效应

以103名小学五年级的儿童为被试,考察不同归因取向的表扬对儿童遭遇失败后的影响效应。结果发现：（1）接受能力取向表扬的儿童在遭遇失败后表现出无助取向的反应模式,接受努力取向表扬的儿童表现出掌握取向的反应模式;（2）接受能力取向表扬的儿童倾向于采取防御性的失败归因策略,将失败更多地归因于测试焦虑,但其对能力因素的归因仍高于努力组和控制组,接受努力取向表扬的儿童更多地将失败归因于努力因素;（3）接受能力取向表扬的儿童表现出自我设限倾向,他们报告更多的测试焦虑,并缩短后测的做题时间和更低的后测成绩。     

Sex differences in self- and teachers' reports of self-esteem in preadolescents

The short form of the Coopersmith Self-Esteem Inventory was administered to 952 fourth- and fifth-grade children (482 males, 470 females) from 41 classes. The children's teachers completed Coopersmith's Behavior Rating Form, a measure of self-esteem-related behavior. In the self-ratings, girls were significantly lower than boys; in the teachers' ratings, girls were significantly higher. In 32 of the 41 classes, boys ranked higher in their self-ratings than in the teacher ratings; the reverse was true for girls — a highly significant difference. This pattern of findings did not occur in the 8 classes which had male teachers. Issues concerning the measurement and conceptualization of self-esteem are discussed.This research was supported by Lehigh University, using Institutional Grant funds from the National Science Foundation. The authors wish to express their appreciation to Patricia Horton for her assistance in the collection of the data.     

Is no praise good praise? Effects of positive feedback on children's and university students’ responses to subsequent failures

Background. According to Dweck and colleagues, praise can be delivered using person (‘you are clever') or process terms (‘you worked hard'). Research suggests that giving people process praise after success can help them deal better with subsequent failures because it attributes outcomes to effort rather than fixed ability. However, research has thus far inadequately addressed how these types of praise compare to receiving no evaluative feedback. Aim. The aim of the present research was to examine the effects of person and process praise compared to a control group where only objective outcome feedback was given. Samples. In Study 1, 145 British school children aged 9–11 years took part. In Study 2, participants were 114 British university students. Method. In both studies, participants read three scenarios and were asked to imagine themselves as the main character. In each scenario, they succeeded in an educational task and received either person, process, or no praise. Participants then read two scenarios, where they failed at a task. Following each scenario participants evaluated their performance, affect, and persistence. Results. After one failure, participants who received person praise reacted most negatively on all dependent measures. However, those in the process condition did not differ significantly from those in the control group. Conclusions. These findings suggest that process feedback may not be inherently positive; instead person feedback seems particularly detrimental.     

Liking of personal names,self-esteem,and the Big Five Inventory

76 university students responded to the Big Five Inventory, the Coopersmith Self-esteem Inventory, and rated how much they liked their first and middle names. Self-esteem positively correlated with scores on Agreeableness, Conscientiousness, and Extraversion and negatively with Neuroticism. Liking of one's first name correlated positively with scores on Conscientiousness only.     

Self-esteem in american and Chinese (Taiwanese) children

This study compared self-esteem between American and Chinese children. A sample of 446 American children and a sample of 437 Chinese (Taiwanese) children were administered the Coopersmith Self-Esteem Inventory, Form B. The Self-Esteem Rating Scale for Children was also given to the teachers of these children. American children obtained higher self-esteem scores than did their Chinese counterparts on both selfesteem measures. Cross-cultural comparisons of environmental factors contributing to the development of self-esteem are made to explain this difference in self-esteem.     

Body piercing,tattooing, self-esteem,and body investment in adolescent girls

Postmodern perspectives of body piercing and tattooing interpret these as signifiers of the self and attempts to attain mastery and control over the body in an age of increasing alienation. In this exploratory study, 79 adolescent females, ages 15 to 18 (M = 16.08, SD = 1.36), completed the Coopersmith Self-Esteem Inventory (SEI; Coopersmith, 1981), the Beck Depression Inventory (BDI; Beck, 1978), the Body Investment Scale (BIS; Orbach & Mikulincer, 1998), and the State-Trait Anger Expression Inventory (STAXI-2; Spielberger, 1996). Analyses revealed that body piercings and tattoos were significantly correlated with trait anger (Angry Reaction subscale scores). A multiple regression analysis indicated that three of the dependent variables (Trait Anger-Reaction, BDI, and Feeling subscale of the BIS) were predictors of the total number of body piercings and tattoos.     

Effects of rational emotive education on the rationality, neuroticism and defense mechanisms of adolescents

The purpose of this study was to assess the efficacy of rational emotive education (REE) as a mental health prevention program for adolescents. The subjects included 109 eleventh- and twelfth-grade students enrolled in four introductory psychology courses, and who were divided into experimental and control classes. Experimental subjects received 12 biweekly sessions of REE. Subjects were pre- and posttested on three measures of psychosocial adaptation: the Rational Behavior Inventory (RBI), the Defense Mechanism Inventory (DMI), and the Eysenck Personality Inventory (EPI). The effects of REE upon behavior were also examined by comparing academic effort grades, number of detentions, and grade point averages. Overall results showed significant positive changes in use of more adaptive defense mechanisms and in academic effort grades in the predicted direction. No significant changes occurred on the other measures. However, as a distinctive group, 17-year-olds demonstrated a significant reduction in neuroticism scores and a significant increase in academic effort grades.     

Effects of a physical education program on children's attitudes and emotions associated with sport climbing

This study examined the effects of climbing ladders, wall bars, perches, and ropes in changing students' attitudes and emotions associated with sport climbing. The tasks were part of a physical education instructional curriculum of primary schools in Italy. Boys and girls (N = 80), ages 10 to 11 years, were involved in a 10-lesson intervention during their curricular lesson. Participants were from six normal classes ranging in size from 16 to 18 children. Three classes were assigned randomly to an experimental group and the other three to a control group. The experimental group performed challenging climbing tasks, while the control group engaged in other physical activities. Analysis of variance indicated that scores on the Climbing Pictures Test differed significantly after the intervention, with children in the experimental group scoring lower on avoidance of climbing situations and higher on positive emotions.     

Five Factor Biodata Inventory: resistance to faking

Faking on a biographical inventory compared to a traditional personality inventory was assessed in measuring the Five Factor Model of Personality. 705 subjects were randomly assigned to either an Answer Honestly or Faking condition. All subjects were recruited from psychology classes at two New Jersey State colleges. Women comprised 68.6% of the participants. The average age of the subjects was 24 yr. 383 subjects took part in the Answer Honestly condition. 322 participated in the Faking condition. In the Faking condition, subjects responded as if applying for the position of librarian. All subjects completed a biodata inventory, the NEO-Five Factor Inventory, a social desirability scale, a letter-cancellation task, and self-reported their grade point average. Criterion-related validity was assessed for both test scores across samples. Comparisons between samples indicated that subjects inflated scores on both inventories in socially desirable directions. Biodata Inventory scores were less elevated under the Faking conditions than the NEO-Five Factor Inventory scores.     

Self-esteem and social desirability in relation to college students' retrospective perceptions of parental fairness and disciplinary practices

This study examined the relationships that fathers' and mothers' interactive of disciplinary behaviors have with college students' Coopersmith Self-esteem Inventory scores, Social Desirability scale scores, and their retrospective perceptions of their parents' fairness (50 sons, 84 daughters). Sons with higher scores in self-esteem reported that their mothers were fairer, had more interest in their activities, and were less likely to use verbal put-downs (abuse). Daughters with high self-esteem reported both of their parents were more interested in their activities, used praise more often, and refrained from verbal abuse. Also, these daughters reported that their mothers were more fair and encouraged their independence more. Daughters who reported their fathers as being more strict had lower self-esteem scores. There was no evidence that spanking, grounding, scolding, or monetary rewards had any effect on children's self-esteem scores, whether these methods were used by mothers or by fathers. Both sons and daughters who perceived their parents as being more fair also saw them as being more interested, having used praise more often, and having been less likely to have used verbal abuse. Daughters were less likely to view either fathers or mothers as being more fair if they had used spanking, grounding, or scolding more, and had been over-all stricter. Sons who had less strict fathers or who had received monetary rewards from them tended to regard them as being more fair. Higher social desirability scores correlated with higher self-esteem of women. Also, women with these higher social desirability scores tended to report that both their fathers and mothers used scolding and grounding less often.     

Improving reading and writing learning in underprivileged pluri‐ethnic settings

Background: Many studies carried out in first language contexts tend to demonstrate the positive effects of activity programmes aimed at (1) developing metaphonological abilities and (2) developing language skills through active story listening on learning to read and to spell by first‐grade students. Aims: This study seeks to extend previous findings by (a) including children, the majority of whom have French as a second language, who attend plurilingual schools and have not been included in previous studies, and (b) providing training based on three essential principles shared by the two kinds of programmes: integrating activities into realistic literacy practice contexts; encouraging active student participation through tasks which very often require problem solving; and tackling, one after the other, different kinds of operations or strategies. Sample: Three groups of students were created out a pool of 202 children enrolled in nine first‐grade classes in three underprivileged pluri‐ethnic schools. The control group was composed of 46 students who received typical, first‐grade methods for teaching reading and spelling. Experimental group 1 (DMPA), 91 students, received a training programme aimed at metaphonological abilities development. Experimental group 2 (DLS), 65 students, received a training intended to develop language skills through active story listening and production. Method: The students from the three groups were evaluated at the beginning (metaphonological task I, pre‐reading task) and at the end (metaphonological task II, word recognition task, text comprehension task, word spelling task) of their first year in elementary school. Results: The programme for the development of metaphonological abilities enabled DMPA group students to obtain significantly higher scores than the control group on metaphonological task II and word recognition task. The DMPA group children also did significantly better than the control and the DLS groups on the word spelling task. However, the DLS group, who benefited from language skills development activities, also progressed in that they obtained significantly better results than the control group in the word recognition task. Moreover, at the end of grade one, there was no difference in the scores obtained by the groups on a comprehension questionnaire administered after the reading of the narrative text. Conclusion: The word reading skills of first‐grade children in underprivileged pluriethnic settings can be improved through activities aimed at metaphonological abilities development or language skills development by means of active story listening and production. On the other hand, in order to develop word spelling abilities, the development of metaphonological abilities was more effective. Lastly, further research should seek to improve understanding of the absence of effects of either learning programme on narrative text comprehension.     

CROSS-AGE TUTORING: FIFTH GRADERS AS ARITHMETIC TUTORS FOR KINDERGARTEN CHILDREN1

Five fifth-grade students tutored five kindergarten children in basic arithmetic skills for 7.5 weeks. A control group consisted of five kindergarten children who received no tutoring and were matched with the experimental group in arithmetic ability. Pre-, mid-, and posttesting was done using a skills-based arithmetic test. Results showed that the experimental group made far greater gains than the control group on a post-test comparison (matched pairs signed ranks test p = 0.062). In addition, a subanalysis of specific arithmetic skills showed they were improved only when tutoring for that skill was carried out. Systematic observations made of the tutor-student interactions indicated wide tutor-to-tutor variability in the percentage of student responses praised, and very little use of negative, disapproving statements. It was concluded that trained fifth-grade students can effectively teach basic arithmetic skills to kindergarteners.     

Training Verbal-Nonverbal Correspondence

This study assessed the influence of strengthening a verbal self-referent statement on later corresponding nonverbal behavior performed outside the treatment setting. Seventeen preschool children were randomly assigned to two groups: (1) Experimental group, in which subjects were reinforced for repeating anti-litter statements; (2) control group in which subjects merely repeated statements unrelated to littering. Subsequent paper-picking behavior in the lavatory was counted. The results suggest that verbal, training can strongly augment the control function of self-repeated instructions in preschool children despite a time lapse between training and opportunity to perform the behavior, and a difference between the training and the performance settings.     

Self-Esteem in Children as a Function of Perceived Parental Behavior

Shortened versions of Coopersmith's Self-Esteem Inventory, SEI (Coopersmith, 1967) and Schaefer's Children's Report of Parental Behavior Inventory, CRPBI (Schaefer, 1965a, 1965b) were administered to 126 fifth- and sixthgrade children. The mean levels of SEI and CRPBI scores for both parents were similar, as were the patterns of intercorrelations among these variables. A multiple regression analysis confirmed a similar pattern of CRPBI predictors to the SEI for both boys and girls, with Acceptance and granting of psychological autonomy (Control) being the key predictors. An analysis of combined perceptions suggested that boys who perceived both parents as high in acceptance had significantly higher SEI scores than those who perceived both parents as low in acceptance. Boys who perceived both parents as lax in discipline had higher SEI scores than those reporting firm discipline. In contrast, the Control factor was significant for girls but not for boys. Girls who perceived both parents as high in granting psychological autonomy scored significantly higher on the SEI than those reporting both parents as low on this factor.     

Chinese version of the separation-individuation inventory

The importance of the separation-individuation process in object relations theory is well known in disciplines of psychology, counseling, and human development. Based on the Separation-Individuation Inventory of Christenson and Wilson, which measures the manifestations of disturbances in this process, a Chinese version of the inventory was developed. For college students Cronbach coefficient alpha was .89, and test-retest reliability over 28 days was .77. The scores of the inventory had positive correlations with both the number of borderline personality characteristics and the Individualism-Collectivism Scale, respectively. Also, the mean score on the inventory of patients diagnosed with borderline personality disorder was significantly higher than that of the two normal control groups (ns = 564). Thus the inventory possessed satisfactory construct validity. Cultural differences regarding the separation-individuation process need to be investigated further.     

GENERALIZATION OF VERBAL CONDITIONING TO VERBAL AND NONVERBAL BEHAVIOR: GROUP THERAPY WITH CHRONIC PSYCHIATRIC PATIENTS1

Twelve chronic hospitalized female patients received token reinforcement contingent on two separate classes of verbalizations: (a) positive statements about optional activities available in the hospital setting, and (b) positive statements about people. Cross-class generalization of reinforced verbal responses about activities to overt behavior was tested by actual participation in activities; within-class generalization of verbal responses about people to verbalizations in another stimulus setting was assessed in a structured interview situation. A multiple baseline design with contingency reversals was employed to demonstrate experimental control of both classes of verbalizations in the group sessions. Positive statements about activities generalized to actual participation in activities, while generalization of positive statements about people to verbalization in the extra-group setting did not occur.