MMPI-A Profiles of Hispanic Adolescents

1998 ◽  
Vol 82 (2) ◽  
pp. 659-672 ◽  
Author(s):  
Jann Gumbiner
Keyword(s):  
Self Esteem ◽  
After School ◽  
Dropping Out ◽  
Hispanic Adolescents ◽  
School Problems ◽  
School Settings ◽  
D 63 ◽  
Scale Scores ◽  
Lower Education ◽  
Education And Employment

A study was conducted to compare validity, clinical, content, and supplementary scale scores of Hispanic adolescents to normative data on the MMPI-A. Volunteers, 30 boys, 17 girls, were Hispanic adolescents, aged 14 to 18 years from school and after-school settings. Analysis indicated elevated T score means on F1 (66), F2 (68), F (68), L (61), Hs (61), D (63), Sc (62), A-hea (63), A-biz (63), A-lse (61), A-las (60), A-sch (61), and IMM (61) scales for boys. Scores for low aspirations, low self-esteem, immaturity, and school problems were all interrelated. For girls, scores on no scales were elevated, but on several scales mean T scores, Hs, Hy, Ma, Si, A-anx, A-obs, A-hea, A-ang, A-las, MAC-R, and ACK, were below average This suggests the MMPI-A may underpathologize for girls. Consistent with previous findings, the boys scored higher on the Immaturity Scale than the girls. It was speculated that the boys' dislike for school and low aspirations were related to the lower education and employment of their fathers compared to those for the normative sample. The A-las, A-sch, and IMM scales may prove to be useful in identifying adolescent boys “at-risk” for dropping out of school, if replication with much larger samples confirms present findings.

Cognitive Correlates of Obesity in a Nonclinical Population

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1151-1156
Author(s):  
John M. Davis ◽  
R. Wade Wheeler ◽  
Eve Willy
Keyword(s):  
Locus Of Control ◽  
Large Class ◽  
Negative Correlation ◽  
Self Esteem ◽  
Normal Weight ◽  
Control Scale ◽  
Cognitive Correlates ◽  
Related Information ◽  
Scale Scores ◽  
Health Related

From a large class who had been pretested on the I-E Locus of Control Scale and a self-esteem measure, 30 overweight and 20 normal-weight students were selected and measured to determine their percentage of overweight. They were then asked to complete questionnaires measuring knowledge of health-related information and of specific obesity-related information. Results confirmed (a) a negative correlation between self-esteem and percentage overweight and (b) less knowledge of broad, health-related information among obese students. No relation was found between percentage of overweight and I-E scale scores.

Gender and Education in Oral Traditions, Culture, and ICTs

2011 ◽  
pp. 392-397
Author(s):  
Chetan Sharma ◽  
Y. R. Maindiratta
Keyword(s):  
Information And Communication Technologies ◽  
Low Income ◽  
Family Income ◽  
Urban Poverty ◽  
Drop Out ◽  
Capital City ◽  
Oral Traditions ◽  
Dropping Out ◽  
Education And Employment ◽  
Set Up

Seelampur, situated in the northeastern part of Delhi, the capital city of India, is characterized by low-income groups, high population density and poor civic amenities. It is a Muslim-dominated area with a high density of population and low family incomes. The average monthly family income is about 60-80 United States (U.S.) dollars, and the average family consists of eight members. Within Seelampur, the area of Zaffarabad (having approximately 90% Muslim population) stands out as a pocket of extreme urban poverty and immensely poor living conditions; open drains are clogged with sewage, power breakdowns are frequent, houses are dilapidated and people are residing in overcrowded lanes. Lack of opportunities in terms of education and employment also mark the life for people here. Formal education has become quite common, and thus, enrolment is high, but dropping out at different grades is a continuing problem. Most young women have not completed high school, as they usually drop out of the school after finishing Grade 8. Datamation Foundation initiated some work in the area, particularly with women, in 2002. At this time, UNESCO launched a pilot initiative to innovate and research social and technological strategies to put information and communication technologies (ICTs) in the hands of the poor. This seemed a good opportunity in the given context, so an ICT center was set up at Zaffarabad. The initiative seeks to deploy ICTs to address urban poverty and is designed to empower the women of Seelampur.

scholarly journals Evaluating sociometer theory in children’s everyday lives: Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem

2020 ◽  
pp. 089020702096232
Author(s):  
Andrea Schmidt ◽  
Judith Dirk ◽  
Andreas B Neubauer ◽  
Florian Schmiedek
Keyword(s):  
Social Exclusion ◽  
Social Inclusion ◽  
Self Esteem ◽  
Change Score ◽  
After School ◽  
Everyday Lives ◽  
Person Perspective ◽  
School Based ◽  
Before School ◽  
Sociometer Theory

Sociometer theory proposes that a person’s self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children’s everyday lives is lacking. In three intensive longitudinal studies, we examined whether children’s self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9–12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2–3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children’s self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.

Empirical Testing of the Satisfaction with Life Scale: A South African Pilot Study

2003 ◽  
Vol 92 (2) ◽  
pp. 551-554 ◽  
Author(s):  
Margaret S. Westaway ◽  
Chantelle Maritz ◽  
Nurse J. Golele
Keyword(s):  
South African ◽  
Cultural Context ◽  
Satisfaction With Life ◽  
Self Esteem ◽  
Satisfaction With Life Scale ◽  
South Africans ◽  
Life Scale ◽  
Education And Employment ◽  
Mean Differences ◽  
Scale Coefficient

To explore applicability of the Satisfaction With Life Scale in a different racial and cultural context (South Africa), a questionnaire containing items on basic demographic characteristics, the 5-item Satisfaction With Life Scale, and the 10-item Rosenberg Self-esteem scale, was administered to a small convenient sample of 34 Black (13 men and 21 women) and 20 White (9 men and 11 women) South Africans aged between 17 and 70 years. As expected, Black respondents were less likely to have completed high school than White respondents and were more likely to be unemployed. Factor analysis of the Satisfaction With Life Scale (coefficient alpha of .92) yielded a single factor, accounting for 76% of the variance. Mean differences of the two groups were not significant when education and employment status were controlled. As anticipated, Life Satisfaction scores were correlated .86 with rated Self-esteem. Given the very small convenient sample, results are consistent with robust findings in western countries and encourage replication on a larger, representative sample.

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