Browsing by Subject "Shame"
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ItemTHE IMPACT OF NEGATIVE BEHAVIOR EVALUATIONS/GUILT AND NEGATIVE SELF EVALUATIONS/SHAME OF THAI UNDERGRADUATE STUDENTS IN BANGKOK ON THEIR PERSONAL GROWTH INITIATIVE BOTH DIRECTLY AND INDIRECTLY, BEING MEDIATED BY THEIR REPAIR AND WITHDRAWAL TENDENCIESResearchers have claimed that negative evaluation of one’s behavior or oneself after one has made a mistake can have a distinct negative or positive impact. After one has made a mistake, the Negative Behavior Evaluations or Guilt (NBEs/Guilt) emerges when one focuses on one’s action and the Negative Self Evaluations or Shame (NSEs/Shame) emerges when one focuses on one’s self. Correspondingly, the present study investigated the direct and indirect impact of NBEs/Guilt and NSEs/Shame on Personal Growth Initiative (PGI) which is an active, intentional engagement in the process of personal growth, being mediated by their repair and withdrawal tendencies among Thai undergraduate students in Bangkok. This quantitative research employed path analysis using survey questionnaires with 232 Thai participants obtained via convenience sampling (mean age was 22). The path analysis results indicated that NBEs/Guilt had both direct and indirect relationships with participants’ level of PGI mediated by repair tendencies, while NSEs/Shame only had a relationship with PGI when it was mediated by repair tendencies. Moreover, the result showed that the relationship between NBEs/Guilt and repair tendencies were significantly higher than the relationship between NSEs/Shame and repair tendencies. Lastly, NBEs/Guilt had a negative relationship with withdrawal tendencies while NSEs/Shame was positively correlated with withdrawal tendencies. The results suggest that in Thailand, a collective culture, NSEs/Shame can lead to PGI mediated through repair tendencies. However, since the relationship is much stronger for NBEs/Guilt to PGI, one should try and reduce NSEs/Shame and attempt to induce NBEs/Guilt as a response to one’s mistakes.
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ItemThe influence of parental bonding on depression, shame, and anger among Thai Middle School Children, Being Mediated by peer victimization (victim of bullying): a path analytical studyResearch has identified that victims of school bully often experiencing emotional distress and parental bonding as the factor for children to cope with these feeling better. As an attempt to understand better how does parental bonding impacts on victims' state of emotion, thecurrent study explore the direct and indirect influences of perceived parental bonding (caring and overprotection), being mediated by peer victimization (victim of bullying), on the emotive states of depression, shame, and anger among Thai middle school children. This quantitative study employed a correlational design via path modeling to test the stated research hypotheses. The results of this study were based on the responses of participants to a six-part survey questionnaire. This investigation involved a sample of 180 Thai school children aged between 11 and 15 years to provide baseline measurements of the targeted relationships to meet the objectives of this study. The findings indicate that the lower level of parental bonding shows a higher level of depression among children. Also, victims of bully report to develop higher level of depression and anger. Furthermore, there is no significant gender difference in peer victimization.
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ItemThe relationship between self-compassion and academic procrastination being mediated by Shame and AnxietyThis study was conducted to investigate the direct and indirect influences of self-compassion on procrastination among Assumption University students in Thailand. The sample consisted of 200 respondents (male: n=74, 37%; female: n=126, 63%) who voluntarily filled in the study’s survey questionnaire consisting of the State-Trait Anxiety Inventory (STAI- Form Y) to measure anxiety; the Procrastination Assessment Scale for Students (PASS) to measure the level of academic procrastination; the Self-Compassion Scale (SCS) to measure the level of self-compassion, and the Test of Self-Conscious Affect-3 (TOSCA-3) to measure the level of shame. Results from the path analysis indicated that the participants’ reported level of self-compassion was negatively associated with their level of academic procrastination; that is, the higher their level of self-compassion, the lower their reported level of academic procrastination. It was also found that self-compassion had a negative influence on the participants’ reported level of anxiety. Their reported level of self-compassion was not found to have any significant influence on their reported level of shame. Finally, neither shame nor anxiety had a significant influence on academic procrastination. The theoretical and practical implications of these findings are discussed.