year 2007, Anozie studied skills and other factors among African-American student
(Black men vs. Black women) enrolled at historically Black colleges and universities
in North Carolina. Data collection and analysis for the study utilized both
qualitative and quantitative methods. A web- based questionnaire was used as
survey instrument. Finding revealed that African-American women consistently
outperform African-American men in study skills self-esteem and self-efficacy”.
year 2007, Kevin studied on association on psychological gender, role conflict,
self-esteem, loneliness and biological gender. Gay men and Lesbian women were
included as sample. MANOVA was used as statistical model of choice. The results
show that there was no significant interaction between psychological gender and
biological gender on role conflict, self-esteem and loneliness”.
year 2008, Hyojeong investigated the relationship between self-esteem scores
measured by the culture-free self-esteem inventories and the scores of the selected
predictor variables as measured by the children version of the family environment
scale (CVFES) in fourth, fifth and sixth grade children attending Korean
Baptist churches. The variables were cohesion, expressiveness, conflict, control
and moral religious emphasis. The combined scales of CFSEI and CVFES were
administered to 133 fourth, fifth and sixth grade children attending Korean Baptist
churches in the Dallas Fort Worth area. The multiple regression analyses indicated
that cohesion and conflict was statistical significant predictor of children self-esteem.
Cohesion was positive predictor and conflict was negative predictor. Expressiveness,
control and moral religious emphasis were not statistically significant
year 2008, Sud and Sethi examined the interrelationship between state anxiety,
trait anxiety, test anxiety, stress, negative mood regulation, achievement motivation
and self-esteem of adolescent female students. The result reveals that there
was a significant interrelationship between the stateanxiety, trait anxiety, test
anxiety, stress, negative mood regulation and self-esteem. However no interrelationship
was seen between the achievement motivation and the other variables”.
year 2008, David investigate the manufacture of theatre arts and self-esteem.
The experimental research utilized a Solomon four-group design, which included
four groups of public high school freshmen. The study investigated whether or
not self-esteem would increase after studying theatre arts, and if cause and
effect relationship existed between theatre arts and self-esteem. The study
independent variable was a theater arts treatment of ten lessons, Rosenberg
self-esteem scale (1965), a self-reporting and numerically measurable
self-esteem survey. The scale was administered in a pretest and posttest
format. The self-esteem survey was used to ascertain the cause and effect
relationship between the constructs of Theatre arts and self-esteem. The survey
was a series of statement about the construct of self-esteem developed by
Rosenberg (1965). A one way ANOVA showed that the treatment of theatre arts did
have an effect on self-esteem. A paired t test was conducted between the
experimental group pretest and post test scores showed that there was a cause
and effect relationship between theatre arts and self-esteem”.