“Onyear 2007, Anozie studied skills and other factors among African-American student(Black men vs. Black women) enrolled at historically Black colleges and universitiesin North Carolina. Data collection and analysis for the study utilized bothqualitative and quantitative methods. A web- based questionnaire was used assurvey instrument. Finding revealed that African-American women consistentlyoutperform African-American men in study skills self-esteem and self-efficacy”. “Onyear 2007, Kevin studied on association on psychological gender, role conflict,self-esteem, loneliness and biological gender. Gay men and Lesbian women wereincluded as sample.
MANOVA was used as statistical model of choice. The resultsshow that there was no significant interaction between psychological gender andbiological gender on role conflict, self-esteem and loneliness”. “Onyear 2008, Hyojeong investigated the relationship between self-esteem scoresmeasured by the culture-free self-esteem inventories and the scores of the selectedpredictor variables as measured by the children version of the family environmentscale (CVFES) in fourth, fifth and sixth grade children attending KoreanBaptist churches. The variables were cohesion, expressiveness, conflict, controland moral religious emphasis. The combined scales of CFSEI and CVFES wereadministered to 133 fourth, fifth and sixth grade children attending Korean Baptistchurches in the Dallas Fort Worth area. The multiple regression analyses indicatedthat 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 significantpredictor”.
“Onyear 2008, Sud and Sethi examined the interrelationship between state anxiety,trait anxiety, test anxiety, stress, negative mood regulation, achievement motivationand self-esteem of adolescent female students. The result reveals that therewas a significant interrelationship between the stateanxiety, trait anxiety, testanxiety, stress, negative mood regulation and self-esteem. However no interrelationshipwas seen between the achievement motivation and the other variables”.”Onyear 2008, David investigate the manufacture of theatre arts and self-esteem.
The experimental research utilized a Solomon four-group design, which includedfour groups of public high school freshmen. The study investigated whether ornot self-esteem would increase after studying theatre arts, and if cause andeffect relationship existed between theatre arts and self-esteem. The studyindependent variable was a theater arts treatment of ten lessons, Rosenbergself-esteem scale (1965), a self-reporting and numerically measurableself-esteem survey. The scale was administered in a pretest and posttestformat. The self-esteem survey was used to ascertain the cause and effectrelationship between the constructs of Theatre arts and self-esteem. The surveywas a series of statement about the construct of self-esteem developed byRosenberg (1965).
A one way ANOVA showed that the treatment of theatre arts didhave an effect on self-esteem. A paired t test was conducted between theexperimental group pretest and post test scores showed that there was a causeand effect relationship between theatre arts and self-esteem”.