Self-esteem is a personality trait utilized to support the diagnosis of several psychological conditions. With this study we investigate the potential that computer games can have in assessing self-esteem. To that end, we designed and developed a platformer game and analyzed how in-game behavior relates to Rosenberg's Self-Esteem Scale. We examined: i) how a player's self-esteem influences game performance, ii) how a player's self-esteem generally influences in-game behavior iii) the possible game mechanics that assist in inferring a player's self-esteem. The study was conducted in two phases (N=98 and N=85). Results indicate that self-esteem does not have any impact on the player's performance, on the other hand, we found that players' self-evaluation of game performance correlates with their self-esteem.
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First year students Aeronautical Engineering had the opportunity to enter a five days program to enhance their mathematical skills. The program had 55 participants. Our research questions were: What are the effects of participation in the summer school program on math skills? Do participants experience more motivation and academic self-esteem after participation? Do dropout rates differ between participating and non-participating students? Do participants differ from non-participating students in motivation or academic self-esteem? We presented the results at the European First Year Experience in Cork, Ireland.
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This study aimed to validate a Religious Collective Self-Esteem Scale (RCSES) that assesses children’s evaluations and judgments about their belonging to a religious group. The RCSES includes 3 subscales: Private Religious Self-Esteem (PrRSE), Public Religious Self-Esteem (PuRSE), and Importance to Religious Identity (RI). Data were gathered from students in 39 primary schools (9 Reformed Protestant, 9 Islamic, 3 Hindu and 18 public schools) across five regions in the Netherlands. Students were asked to complete an anonymous questionnaire containing measures of variables of interest. Subjects were 1,437 6th graders (Mage = 11.72, SD = 0.61; 51.7% girls. 680 Students identified themselves as Muslim (47.3%), 442 (30.8%) as Christian, 278 (19.3%) as Hindu, and 37 (2.6%) children had another religion. Results indicated sufficient internal consistency of RCSES (α = .80), PrRSE (α = .77), PuRSE (α = .73), and RI (α = .60), moderate to high correlations between the subscales and moderate to large test–retest reliability across 1 year (r = .57). Three-factor model fitted the best. Overall, findings support partial measurement and structural invariance across religious groups. Convergent validity was supported by small to moderate correlations with other scales (Individual Self-Esteem Scale, r = .29; Private Ethnic Self-Esteem Scale (PESES), r = .40). Divergent validity was supported by positive small significant correlations with school well-being (r = .18) and social school motivation (r = .19). RCSES and its subscales significantly predicted, over and above PESES, school well-being and school motivation scores. Findings support the reliability and validity of the RCSES for assessing religious collective self-esteem. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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The majority of studies investigating associations between physical activity and mental health in adolescents have been cross-sectional in design. Potential associations between physical activity and mental health may be better examined longitudinally as physical activity levels tend to decrease in adolescence. Few studies have investigated these associations longitudinally in adolescents and none by measuring physical activity objectively. A total of 158 Dutch adolescents (mean age 13.6 years, 38.6 % boys, grades 7 and 9 at baseline) participated in this longitudinal study. Physical activity, depressive symptoms and self-esteem were measured at baseline and at the 1-year follow-up. Physical activity was objectively measured with an ActivPAL3™ accelerometer during one full week. Depressive symptoms were measured with the Center for Epidemiologic Studies Depression Scale (CES-D) and self-esteem was assessed with the Rosenberg Self-Esteem Scale (RSE). Results were analysed using structural equation modelling.
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Aim and method: To examine in obese people the potential effectiveness of a six-week, two times weekly aquajogging program on body composition, fitness, health-related quality of life and exercise beliefs. Fifteen otherwise healthy obese persons participated in a pilot study. Results: Total fat mass and waist circumference decreased 1.4 kg (p = .03) and 3.1 cm (p = .005) respectively. The distance in the Six-Minute Walk Test increased 41 meters (p = .001). Three scales of the Impact of Weight on Quality of Life-Lite questionnaire improved: physical function (p = .008), self-esteem (p = .004), and public distress (p = .04). Increased perceived exercise benefits (p = .02) and decreased embarrassment (p = .03) were observed. Conclusions: Aquajogging was associated with reduced body fat and waist circumference, and improved aerobic fitness and quality of life. These findings suggest the usefulness of conducting a randomized controlled trial with long-term outcome assessments.
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Trying to understand a player's characteristics with regards to a computer game is a major line of research known as player modeling. The purpose of player modeling is typically the adaptation of the game itself.We present two studies that extend player modeling into player profiling by trying to identify abstract personality traits, such as the need for cognition and self-esteem, through a player's in-game behavior.We present evidence that game mechanics that can be broadly adopted by several game genres, such as hints and a player's self-evaluation at the end of a level, correlate with the aforementioned personality traits. We conclude by presenting future directions for research regarding this topic, discuss the direct applications for the games industry, and explore how games can be developed as profiling tools with applications to other contexts.
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Kick-Start College is a three-day pre-academic program (summer school) for prospective first year students of Inholland Rotterdam, University of Applied Sciences. The aim is to integrate students academically and socially, which could make the transition to higher education easier and eventually lead to lower dropout rates of students. Research has been conducted on both student experiences with the program as well as effects of the program. Method: pretest-posttest with academic-, social-, professional- and university integration1, self-esteem, motivation, evaluation.
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Research shows that victimization rates in forensic mental health care are high for both female and male patients. However, gender differences have been found in types and patterns of victimization (more sexual abuse and more complex trauma for women), cognitive appraisal, and response to traumatic events. Gender-responsive treatments focusing on trauma have been designed to adhere to these gender differences; however, despite promising research results, these interventions are yet to be introduced in many settings. This study examined how trauma is addressed in current clinical practice in Dutch forensic mental health care, whether professionals are knowledgeable of gender differences in trauma, and how gender-responsive factors such as self-esteem, self-efficacy, social relations, and coping skills are considered in treatment for female patients. We used a mixed-method design consisting of an online survey and 33 semi-structured interviews with professionals and patients. The results suggested that Dutch forensic mental health care could address trauma more structurally, and professionals could be more aware of gender differences and gender-responsive factors. Early start of trauma treatment was deemed important but was not current practice according to patients. Based on this study, guidelines were developed for gender-responsive, trauma-informed work in forensic mental health care.
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