Cyberball

2013 ◽  
Vol 72 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Sabrina Ruggieri ◽  
Mons Bendixen ◽  
Ute Gabriel ◽  
Françoise Alsaker
Keyword(s):  
Sense Of Belonging ◽  
Age Groups ◽  
Well Being ◽  
Self Esteem ◽  
Early Adolescent ◽  
School Students ◽  
Before And After ◽  
English Speaking ◽  
Meaningful Existence ◽  
And Control

We examined the effects of ostracism in early adolescent populations using the cyberball paradigm ( Williams, Cheung, & Choi, 2000 ). Ninety-one Swiss school students, aged 10–14 years, were randomly assigned to the ostracism (24 girls, 23 boys) or the inclusion (23 girls, 21 boys) condition and were led to believe that they were playing cyberball with two other same-sex students. In reality, they were computer-generated confederates. We assessed self-reported levels of mood before and after playing the game as well as sense of belonging, self-esteem, meaningful existence, and control after the game. Compared to nonostracized students, adolescents in the ostracism condition reported significantly lower levels of positive mood after playing the game. Furthermore, they reported a lower sense of belonging and lower levels of self-esteem, meaningful existence, and control. The present results from a non-English-speaking sample correspond well to the few earlier findings in adolescent and adult populations by suggesting that even brief periods of ostracism with unknown others can lead to a significant decrease in well-being in these age groups.

EFEKTIVITAS METODE DEMONSTRASI DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN PADA PENGAJARAN SISTEM KOLOID

2013 ◽  
Vol 19 (1) ◽  
pp. 28
Author(s):  
Hamda Situmorang ◽  
Manihar Situmorang
Keyword(s):  
High School ◽  
High School Students ◽  
Abstract Concept ◽  
Vocational High School ◽  
School Students ◽  
Lecture Method ◽  
Colloid System ◽  
Before And After ◽  
The Right ◽  
And Control

Abstract Implementation of demonstration method in the teaching of chemistry is assigned as the right strategy to improve students’ achievement as it is proved that the method can bring an abstract concept to reality in the class. The study is conducted to vocational high school students in SMKN1 Pargetteng getteng Sengkut Pakfak Barat at accademic year 2013. The teaching has been carried out three cycles on the teaching of chemistry topic of colloid system. In the study, the class is divided into two class, experiment class and control class. The demontration method is used to teach students in experimental class while the teaching in control class is conducted with lecture method. Both are evaluated by using multiple choise tests before and after the teaching procedures, and the ability of students to answer the problems are assigned as students’ achievements. The results showed that demonstration method improved students’ achievement in chemistry. The students in experimental class who are taughed with demonstration method (M=19.08±0.74) have higher achievements compare with control class (M=12.91±2.52), and both are significantly different (tcalculation 22.85 > ttable 1.66). The effectivity of demostration method in experimental class (97%) is found higer compare to conventional method in control class (91%).

scholarly journals VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE GUIDANCE ON IRRATIONAL THINKING, AGGRESSIVE BEHAVIOR, AND SELF-ESTEEM

2020 ◽  
Vol 5 (37) ◽  
pp. 283-296
Author(s):  
Ibrahim Abd Ghani ◽  
Norsayyadatina Che Rozubi
Keyword(s):  
Primary School ◽  
Aggressive Behavior ◽  
Well Being ◽  
Self Esteem ◽  
Local Context ◽  
Validity And Reliability ◽  
Primary School Students ◽  
Albert Ellis ◽  
School Students ◽  
Rational Emotive

Rational Emotive Behavioural Therapy (REBT) Module - Creative Guidance is designed to prevent irrational thoughts, lower aggressive behavior, and increase self-esteem. This module contains seven sub-modules based on behavioral approaches based on the theory of Rational Emotive Behavior Therapy (REBT) by Albert Ellis (1955) and integrated with creative Guidance. It combines elements of Music, technology, and play. To measure the validity of the content, the certification method by five experts was used while 40 primary school students aged 11 years were selected to follow the guidance program using this module. It is run for two weeks in a row. The findings of the study show that the REBT-Creative Guidance Module has a content validity index value of 80%., The cost of Cronbach's Alpha coefficient of Creative REBT-Guidance Module is high at .978. Reliability with an amount.930 In conclusion, new contributions to guidance and counseling teachers in Malaysia. It is also suitable for use in a local context focused on primary school students. Counselors can also use this module, Teachers or facilitators as one of the alternative interventions for primary school students throughout Malaysia, especially on the Development and Development of Student Personality, Improving Student Discipline, Improving Student Careers and Psychosocial and Mental Well-Being.

Students’ Perception of Teachers’ Humor Predicts Their Mental Health

2020 ◽  
pp. 003329412097263
Author(s):  
Ryota Tsukawaki ◽  
Tomoya Imura
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Stress Response ◽  
Junior High School ◽  
Well Being ◽  
Self Esteem ◽  
Self Report ◽  
School Students ◽  
Aggressive Humor ◽  
Asking Questions

The aim of the present study was to determine whether two types of teacher humor (Aggressive Humor and Affinity Humor) are predictors of students’ mental health. A self-report scale was administered to 500 elementary and junior high school students in grades 4 to 9 (mean age 12.04, SD = 1.76) asking questions about perceived teacher humor, stress response, emotional well-being, and self-esteem. Aggressive humor was a significant positive predictor of stress response and a significant negative predictor of emotional well-being. Affinity humor was a significant positive predictor of emotional well-being and self-esteem. These results suggest that the teacher’s humor is related to students’ mental health. We conclude that teachers should refrain from using aggressive humor as much as possible in favor of affinity humor.

Tables at Home

2017 ◽  
Author(s):  
Janet A. Flammang
Keyword(s):  
Sense Of Belonging ◽  
Self Esteem ◽  
Blended Families ◽  
Domestic Sphere ◽  
Gender Transformation ◽  
Table Talk ◽  
And Gender ◽  
The One ◽  
And Control ◽  
At Home

This chapter considers table talk at home in order to understand the significance of conversations in the domestic sphere for civility and democracy. It discusses the complicated relations of domesticity and family, with domination and control, on the one hand, and care and connection, on the other. More specifically, it examines kichen talk, family meals, bridging generations, kids cooking, table manners, talking about one's day, training tables, dinner parties, personal expression, and transition tables. It describes domesticity as a domain of contradictions: inegalitarianism and egalitarianism, hierarchy and democracy, domination and care, gender inequality and gender transformation. It also explores the implications of domesticity for children of blended families and shows that domestic tables are places where we learn rules about sharing, participating, and speaking. Finally, it explains how inclusion in domestic table conversation fosters self-esteem, resiliency, and a sense of belonging to something larger than oneself.

Self-Esteem: Rebuilding Self-Worth and Value in Survivors of Torture and Trauma through Higher Education

2020 ◽  
pp. 1-15
Author(s):  
Jaswant Kaur Bajwa ◽  
Sean Kidd ◽  
Mulugeta Abai ◽  
Ibtissem Knouzi ◽  
Sidonia Couto ◽  
...  
Keyword(s):  
Sense Of Belonging ◽  
Tertiary Education ◽  
Well Being ◽  
Self Esteem ◽  
Educational Programming ◽  
Barriers To Education ◽  
Self Worth ◽  
Trauma Informed ◽  
Survivors Of Torture

This paper explores the role of an innovative trauma-informed, strengths-based education program designed to address barriers to education about the self-esteem and well-being of survivors of torture and/or war. Results show a statistically significant change in participants’ self-esteem measures. Qualitative data suggest that the participants perceived the program as a safe space that afforded social support and factual information about access to tertiary education. The program also reinforced participants’ sense of belonging and helped sustain their feelings of hope and motivation. Trauma-informed, strengths-based educational programming is a promising framework that can support survivor’s self-esteem, sense of identity, and successful resettlement.

Predictors of optimism in adolescents: self-esteem, subjective wellbeing

2017 ◽  
Vol 4 (6) ◽  
pp. 115-121
Author(s):  
Ozlem Tagay
Keyword(s):  
High School Students ◽  
Subjective Wellbeing ◽  
Personal Information ◽  
Well Being ◽  
Self Esteem ◽  
Subjective Well Being ◽  
Regression Analyses ◽  
School Students ◽  
Hierarchical Multiple Regression ◽  
Life Orientation

In this study, it was aimed to investigate the optimism of adolescents according to various variables, sex, self-esteem and subjective well-being. The study was carried out on a total of 305 high-school students, including 182 women and 123 men who attended different high schools in Burdur. In this research, personal information form developed by the researchers, adolescent subjective well-being developed by Eryilmaz and self-esteem scale adapted by culture and culture by Aksoy (1992), Piskin and life orientation inventory adapted by culture and culture (Aydin and Tezer and Karagoz). Pearson moment product correlation coefficient and hierarchical multiple regression analyses were used in the analysis of the data. SPSS 15 program has been utilised. As a result of the research, it is understood that adolescent optimism is predicted by sex, selfesteem and subjective well-being. The findings of the study are discussed in the literature. Keywords: Adolescents optimism, self-esteem, subjective well-being.

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