Correlations between Coopersmith's Self-Esteem Inventory and the California Test of Personality for Children in Grades Four and Six

1976 ◽  
Vol 39 (1) ◽  
pp. 221-222 ◽  
Author(s):  
Darwin Dorr ◽  
Christine Berg Rummer ◽  
Russel F. Green
Keyword(s):  
Social Adjustment ◽  
Fourth Graders ◽  
Emotional Adjustment ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Self Esteem ◽  
Personal Adjustment ◽  
The Social

Correlations between scores on Coopersmith's self-esteem inventory and a measure of emotional adjustment, the California Test of Personality, for 214 fourth and 213 sixth grade children, contrary to expectations, were not curvilinear. For n = 427 Coopersmith scores correlated .62, .49, and .59 with the California Personal, Social and Total scores respectively, rs by grade and sex were not substantially different However, for fourth graders, self-esteem scores were more strongly related to Personal Adjustment scores than they were to the Social Adjustment scores, whereas for sixth graders, these rs were about the same.

scholarly journals KELEKATAN, HARGA DIRI DAN PENYESUAIAN SOSIAL PADA KORBAN PERUNDUNGAN

2017 ◽  
Vol 16 (2) ◽  
pp. 113
Author(s):  
Erin Ratna Kustanti
Keyword(s):  
Social Adjustment ◽  
Parenting Practices ◽  
Sampling Technique ◽  
Self Esteem ◽  
Sense Of Security ◽  
The Social ◽  
Study Population ◽  
Bullying Victims ◽  
Victims Of Bullying ◽  
Social Adjustment Scale

This study aims to investigate the correlation of attachment and self-esteem to social adjustment on victims of bullying. Bullying victims encounter adverse effects that can prolong until adulthood. They also experience poor social adjustment. Good social adjustment associated with self-esteem. A warm and rewarding parenting practices facilitate high self-esteem. Emotional closeness creates strong bonds. Therefore attachment influences the formation of a sense of security for the survival of the child’s life in the future. The study population is students who were also bullying victims. The participants were 50 students that were identified using purposive sampling technique. The Social Adjustment Scale, the Attachment Scale, and the Self-Esteem Scale were used to collect data. The results of multiple regression analysis indicated that attachment and self-esteem predict social adjustment on victims of bullying  (F(2,47) = 5,576; p = 0,007; R2= 0,192). Partially, attachment predicts social adjustment on victims of bullying (F(1,48) = 5,201; p = 0,027; R2= 0,098) and self-esteem predicts social adjustment on victims of bullying (F(1,48) = 10,713; p = 0,002; R2= 0,182).

Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia
Keyword(s):  
Learning Disabilities ◽  
Grade Level ◽  
Fourth Graders ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Relative Advantage ◽  
Typically Developing ◽  
Spelling Ability ◽  
Students With Ld ◽  
Larger Sample

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.

Social adjustment and self-esteem in remitted patients with mood disorders

1999 ◽  
Vol 14 (3) ◽  
pp. 137-142 ◽  
Author(s):  
A Serretti ◽  
MC Cavallini ◽  
F Macciardi ◽  
C Namia ◽  
L Franchini ◽  
...  
Keyword(s):  
Mood Disorder ◽  
Mood Disorders ◽  
Social Adjustment ◽  
Social Function ◽  
Self Esteem ◽  
The Self ◽  
Major Depressive ◽  
The Social ◽  
Depressive Episodes ◽  
Social Adjustment Scale

SummaryMood disorders are characterized by manic and depressive episodes alternating with normal mood. While social function is heavily impaired during episodes of illness, there are conflicting opinions about inter-episode function. The present paper focuses on self-esteem and social adjustment in remitted mood disorders patients.Patients with mood disorders (99 bipolar and 86 major depressive subjects, in remission) were compared with a group of 100 control subjects. The self-esteem scale (SES) and the social adjustment scale (SAS) were used to measure self-esteem and social adjustment, respectively, in both groups of subjects.Patients with mood disorder exhibited worse social adjustment and lower self-esteem than control subjects.These results strongly confirm previous observations of poor inter-episode function in patients with mood disorder.

Social Adjustment of Female Early College Entrants in a Residential Program

1995 ◽  
Vol 19 (1) ◽  
pp. 45-62 ◽  
Author(s):  
Karen S. Ingersoll ◽  
Dewey G. Cornell
Keyword(s):  
College Students ◽  
Social Adjustment ◽  
Emotional Adjustment ◽  
Social Activity ◽  
Residential Program ◽  
Early College ◽  
Social Conformity ◽  
School Students ◽  
The Social ◽  
Early College Entrants

Previous studies of the general emotional adjustment of early college entrants have not investigated the social adjustment of adolescents who leave home to attend a residential program. This study assessed the social adjustment of female early college entrants using standard measures of adjustment and two comparison groups (traditional college students and boarding school students). Social adjustment was assessed in the areas of social activities, social skills, social confidence, social conformity, and social support. Although all groups evidenced good overall adjustment, there were noteworthy group differences. Early entrants evidenced higher social conformity and solitary activity than boarding students, who had more social activity. Early entrants and college students evidenced similar social adjustment, but early entrants reported a high level of dissatisfaction with their social lives. Overall, female early college entrants in a single-gender residential program are socially well-adjusted, although there are specific areas in which their social adjustment could be improved.

scholarly journals Social Adjustment of College Students in Relation to Gender

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Shruti A. Suthar
Keyword(s):  
College Students ◽  
Social Adjustment ◽  
Emotional Adjustment ◽  
Mean Difference ◽  
Female College Students ◽  
Male And Female ◽  
Social Maturity ◽  
Female College ◽  
The Social ◽  
The Difference

The present investigation is to find out the difference in the social adjustment of college students with regard to their gender. The total random sample consisted 100 (50 Male and 50 Female) college students belonged from various colleges of Mehsana city. ‘Social Adjustment Inventory’ developed by R. C. Deva (1990) was administered as a tool for the study. The obtained data were analyzed by using ‘t’-Test. The result shows that there is no significant mean difference in Social Maturity and Social Adjustment of male and female college students. There is significant mean difference in Emotional Adjustment of the college students in relation to their gender.

scholarly journals THE ASSOCIATION BETWEEN SOCIODEMOGRAPHIC FACTORS AND TEACHERS’ GUIDANCE TOWARDS STUDENTS’ ADVERSITY QUOTIENT

2019 ◽  
Vol 11 (2) ◽  
pp. 109 ◽  
Author(s):  
Nur Listiawati ◽  
Susy K Sebayang
Keyword(s):  
Primary Schools ◽  
Fourth Graders ◽  
Inductive Reasoning ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Sociodemographic Factors ◽  
Self Report ◽  
Skilled Workers ◽  
Born Child ◽  
Sixth Grade Students

This paper aims to report results of research on the association between sociodemographic indicators and teachers’ efforts to help students cope with problems and help build students’ Adversity Quotient. A questionnaire in the form of self-report inventory was distributed to 102 fourth, fifth, and sixth grade students of A- and C-accredited primary schools in Bantul Regency, Yogyakarta, Indonesia. Multiple regression and inductive reasoning were used for analysis. FGDs with teachers were conducted in order to explore teachers’ efforts in helping improve students’ adversity quotient. Research results showed that students who were middle child had significantly lower AQ compared to those of first-born or earlier-born child, while sixth-graders had significantly higher AQ scores compared to fourth graders, and children whose fathers were skilled workers had greater odds of having high AQ. Teachers had already done some LEAD sequence, but had not guided students to explore and analyze the problem by themselves. The results have some implications for the education policy to integrate religious teachings into the curriculum that can facilitate the improvement of students’ Adversity Quotient.

scholarly journals Associations between Family Weight-Based Teasing, Eating Pathology, and Psychosocial Functioning among Adolescent Military Dependents

2019 ◽  
Vol 17 (1) ◽  
pp. 24 ◽  
Author(s):  
Arielle T. Pearlman ◽  
Natasha A. Schvey ◽  
M. K. Higgins Neyland ◽  
Senait Solomon ◽  
Kathrin Hennigan ◽  
...  
Keyword(s):  
Eating Disorder ◽  
Social Adjustment ◽  
Psychosocial Functioning ◽  
Self Esteem ◽  
Eating Pathology ◽  
Overweight And Obesity ◽  
Adult Obesity ◽  
Military Dependents ◽  
Eating Disorder Examination ◽  
The Social

Weight-based teasing (WBT) by family members is commonly reported among youth and is associated with eating and mood-related psychopathology. Military dependents may be particularly vulnerable to family WBT and its sequelae due to factors associated with their parents’ careers, such as weight and fitness standards and an emphasis on maintaining one’s military appearance; however, no studies to date have examined family WBT and its associations within this population. Therefore, adolescent military dependents at-risk for adult obesity and binge-eating disorder were studied prior to entry in a weight gain prevention trial. Youth completed items from the Weight-Based Victimization Scale (to assess WBT by parents and/or siblings) and measures of psychosocial functioning, including the Beck Depression Inventory-II, The Rosenberg Self-Esteem Scale, and the Social Adjustment Scale. Eating pathology was assessed via the Eating Disorder Examination interview, and height and fasting weight were measured to calculate BMIz. Analyses of covariance, adjusting for relevant covariates including BMIz, were conducted to assess relationships between family WBT, eating pathology, and psychosocial functioning. Participants were 128 adolescent military dependents (mean age: 14.35 years old, 54% female, 42% non-Hispanic White, mean BMIz: 1.95). Nearly half the sample (47.7%) reported family WBT. Adjusting for covariates, including BMIz, family WBT was associated with greater eating pathology, poorer social functioning and self-esteem, and more depressive symptoms (ps ≤ 0.02). Among military dependents with overweight and obesity, family WBT is prevalent and may be linked with eating pathology and impaired psychosocial functioning; prospective research is needed to elucidate the temporal nature of these associations.

scholarly journals Self-esteem, social adjustment and suicidality in affective disorders

2002 ◽  
Vol 17 (5) ◽  
pp. 265-271 ◽  
Author(s):  
E.G. Daskalopoulou ◽  
D.G. Dikeos ◽  
G.N. Papadimitriou ◽  
D. Souery ◽  
S. Blairy ◽  
...  
Keyword(s):  
Social Adjustment ◽  
Affective Disorders ◽  
Clinical Characteristics ◽  
Self Esteem ◽  
Healthy Individuals ◽  
The Social ◽  
The Mean ◽  
Bipolar Patients ◽  
Depressive Episodes ◽  
Social Adjustment Scale

SummarySelf-esteem (SE) and social adjustment (SA) are often impaired during the course of affective disorders; this impairment is associated with suicidal behaviour. The aim of the present study was to investigate SE and SA in unipolar or bipolar patients in relation to demographic and clinical characteristics, especially the presence of suicidality (ideation and/or attempt). Forty-four patients, 28 bipolar and 16 unipolar, in remission for at least 3 months, and 50 healthy individuals were examined through a structured clinical interview. SE and SA were assessed by the Rosenberg self-esteem scale and the social adjustment scale, respectively. The results have shown that bipolar patients did not differ from controls in terms of SE, while unipolar patients had lower SE than bipolars and controls. No significant differences in the mean SA scores were found between the three groups. Suicidality during depression was associated only in bipolar patients with lower SE at remission; similar but not as pronounced was the association of suicidality with SA. It is concluded that low SE lasting into remission seems to be related to the expression of suicidality during depressive episodes of bipolar patients, while no similar pattern is evident in unipolar patients.

scholarly journals AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN’S SELF-CONTROL ABILITY

2018 ◽  
Vol 76 (3) ◽  
pp. 309-317
Author(s):  
Shih-Tseng Tina Huang ◽  
Vinh-Long Tran-Chi ◽  
Tung-En Hsiao
Keyword(s):  
Academic Performance ◽  
Gender Difference ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Sixth Graders ◽  
The Self ◽  
Self Control ◽  
Control Scale ◽  
Self Evaluation

The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children’s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time. Keywords: academic performance, self-control, self-ratings, Vietnamese children.

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