title: The influence of sociocultural and interpersonal factors on body image disturbance and unhealthy dieting in female adolescents

authors: McClintock, Joanna Marie

abstract: Body image disturbance and unhealthy dieting in adolescent females are areas of particular concern for mental health professionals, teachers, and parents. Many theories have been developed to explain body image disturbance and unhealthy dieting, in which sociocultural pressure and interpersonal influences are prominent. However, there is still no clear understanding of how these influences interrelate or how they impact upon body image disturbance and unhealthy dieting. In addition, very little research has been conducted in New Zealand examining the role of such pressures, or investigating body image or dieting. 
This thesis explores the role of social evaluation, incorporating both sociocultural and interpersonal variables, in the development of body image disturbance and unhealthy dieting in New Zealand adolescent females. The research programme incorporated three studies, firstly focus group discussions, followed by a survey study, and finally an experimental paradigm. 
Focus group discussions were conducted with female teenagers to explore their conceptualisations of dieting, and to identify areas of social evaluation that were of particular import to New Zealand teenagers. Need for approval, appraisal sensitivity, media influence, appearance evaluation, and peer comparison emerged as dominant themes in the teenagers discussions. 
The second study extended the focus group data through a survey with 190 female high school students about the social evaluation themes identified in the focus group discussions as well as body image disturbance, unhealthy dieting, and low mood. Structural equation modelling was utilised to test a model of interrelationships between these variables. The survey study established that there were indirect and direct relationships between the variables of social evaluation, body image disturbance, unhealthy dieting, and low mood. Specifically appearance-related feedback and appearance-related comparison emerged as having pivotal roles in the model of interrelationships. 
The final stage of the research programme further extended the findings of the focus group discussions and the survey study by using an experimental paradigm. A pilot study was conducted with 33 high school students to ensure that the methodology of a mood induction procedure intended to reflect negative appearance-related feedback and negative appearance-related comparison was powerful enough to elicit changes in body image and negative affect. For the final study, a further 33 female high school students participated in the imaginal mood induction procedure and completed questionnaires assessing appraisal sensitivity and sociocultural ideals. Repeated measures analyses demonstrated that participants' body image disturbance increased after exposure to the imagined social situations. Negative affect also increased after the imaginal mood induction procedure. Peer feedback had a stronger influence on levels of anger, happiness, and inferiority/'stinkness'. Unexpectedly, dispositional levels of appraisal sensitivity and internalisation of the thin-ideal did not moderate the effects of the mood induction procedure on participants ratings of body image disturbance. 
This research programme demonstrated that social evaluation has an important and influential role in the development of body image disturbance and unhealthy dieting in female adolescents. This thesis highlights the importance of considering how the interrelationships between sociocultural and interpersonal variables affect body image disturbance. The research programme also provides many opportunities for future research and clinical investigations in the areas of models of interrelationships, body image disturbance, and unhealthy dieting.

text: The influence of sociocultural and interpersonal factors on body image disturbance and unhealthy dieting in female adolescents Body image disturbance and unhealthy dieting in adolescent females are areas of particular concern for mental health professionals, teachers, and parents. Many theories have been developed to explain body image disturbance and unhealthy dieting, in which sociocultural pressure and interpersonal influences are prominent. However, there is still no clear understanding of how these influences interrelate or how they impact upon body image disturbance and unhealthy dieting. In addition, very little research has been conducted in New Zealand examining the role of such pressures, or investigating body image or dieting. 
This thesis explores the role of social evaluation, incorporating both sociocultural and interpersonal variables, in the development of body image disturbance and unhealthy dieting in New Zealand adolescent females. The research programme incorporated three studies, firstly focus group discussions, followed by a survey study, and finally an experimental paradigm. 
Focus group discussions were conducted with female teenagers to explore their conceptualisations of dieting, and to identify areas of social evaluation that were of particular import to New Zealand teenagers. Need for approval, appraisal sensitivity, media influence, appearance evaluation, and peer comparison emerged as dominant themes in the teenagers discussions. 
The second study extended the focus group data through a survey with 190 female high school students about the social evaluation themes identified in the focus group discussions as well as body image disturbance, unhealthy dieting, and low mood. Structural equation modelling was utilised to test a model of interrelationships between these variables. The survey study established that there were indirect and direct relationships between the variables of social evaluation, body image disturbance, unhealthy dieting, and low mood. Specifically appearance-related feedback and appearance-related comparison emerged as having pivotal roles in the model of interrelationships. 
The final stage of the research programme further extended the findings of the focus group discussions and the survey study by using an experimental paradigm. A pilot study was conducted with 33 high school students to ensure that the methodology of a mood induction procedure intended to reflect negative appearance-related feedback and negative appearance-related comparison was powerful enough to elicit changes in body image and negative affect. For the final study, a further 33 female high school students participated in the imaginal mood induction procedure and completed questionnaires assessing appraisal sensitivity and sociocultural ideals. Repeated measures analyses demonstrated that participants' body image disturbance increased after exposure to the imagined social situations. Negative affect also increased after the imaginal mood induction procedure. Peer feedback had a stronger influence on levels of anger, happiness, and inferiority/'stinkness'. Unexpectedly, dispositional levels of appraisal sensitivity and internalisation of the thin-ideal did not moderate the effects of the mood induction procedure on participants ratings of body image disturbance. 
This research programme demonstrated that social evaluation has an important and influential role in the development of body image disturbance and unhealthy dieting in female adolescents. This thesis highlights the importance of considering how the interrelationships between sociocultural and interpersonal variables affect body image disturbance. The research programme also provides many opportunities for future research and clinical investigations in the areas of models of interrelationships, body image disturbance, and unhealthy dieting.

year: 2003

title: Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam

authors: Dallas, Heather

subjects: ESL learners

abstract: This research was conducted in the small sultanate of Brunei Darussalam on the island of Borneo where the researcher was working as an English language teacher at a government primary school. Although the majority of students’ first language is Bruneian Malay, English is also an important component of the Bruneian curriculum, and is taught from new entrant level. From Year 1, Mathematics and Science are also taught in English and students sit Cambridge University examinations in these three subjects at secondary school. As these are examinations for native speakers, a high standard of English is necessary for academic success.
The main goals in this research were to investigate whether a journal writing programme would improve the English writing of primary students and to suggest to what extent their differing attitudes towards learning English affect success in writing tasks.
The research used the context of a case study of ten students in Years 4, 5 and 6 participating in a weekly journal writing programme to focus on four aims:
• to document any changes or improvements in students’ written English over the course of ten months through a comparison of writing samples at the beginning and end of the programme;
• to observe any changes in student attitudes towards the writing programme and their relationship with the teacher;
• to ascertain basic attitudes or challenges towards learning and using English at school and at home;
• to suggest any connection between the findings for the above aims and actual academic achievement in end of year English examinations.
A mixed-methods approach was used for this research which collected five different types of data and was conducted in two parts. A background context for the study was first established by surveying peers from the same school about their attitudes towards English and any challenges they face. School examination results were also studied. A range of data was then collected from the case study students which included their own survey responses, examination results, written journal entries and classroom observations by the teacher.
A major finding of this research study was the significantly improved deeper writing features exhibited in the journal writing entries. Students’ sense of audience, personal voice, and quality of vocabulary improved far more than would be expected from normal writing maturation in this timeframe. There is evidence of a high degree of student engagement during journal writing, often due to personally motivating topics. The opportunity to share ideas through written dialogue with their teacher resulted in the development of strong teacher student relationships. Findings surrounding the issues of modeling correct language in context, code switching to enhance understanding of new language and the explicit teaching of vocabulary are also examined.
This research provides several other significant findings. There is strong evidence primary age students at all ability levels value English and would like to improve their academic results. Differences in gender were discovered with more boys than girls finding writing the most difficult English skill. Boys were also more likely to fail examinations. Interesting data is provided about the feedback teachers provide writers, and a major finding was that classroom English tasks were not able to be completed successfully by approximately half of all students. There are interesting findings about the strong beliefs students hold on being taught the other core subjects of Mathematics and Science using the English language.
Finally, this research makes an important contribution to understanding how young learners’ attitudes towards a second or subsequent language affect their ability to do the task and to eventual task success or failure. A major implication for educators from this research is that many students are likely to highly benefit from a differentiated English programme in primary school which supports the varied learning needs of all students.
Although this research was conducted in Brunei, many of the findings may also be applicable to ESL teaching programmes in other parts of Asia and around the world at a time of strong international interest and growth in English second language teaching.

text: Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam This research was conducted in the small sultanate of Brunei Darussalam on the island of Borneo where the researcher was working as an English language teacher at a government primary school. Although the majority of students’ first language is Bruneian Malay, English is also an important component of the Bruneian curriculum, and is taught from new entrant level. From Year 1, Mathematics and Science are also taught in English and students sit Cambridge University examinations in these three subjects at secondary school. As these are examinations for native speakers, a high standard of English is necessary for academic success.
The main goals in this research were to investigate whether a journal writing programme would improve the English writing of primary students and to suggest to what extent their differing attitudes towards learning English affect success in writing tasks.
The research used the context of a case study of ten students in Years 4, 5 and 6 participating in a weekly journal writing programme to focus on four aims:
• to document any changes or improvements in students’ written English over the course of ten months through a comparison of writing samples at the beginning and end of the programme;
• to observe any changes in student attitudes towards the writing programme and their relationship with the teacher;
• to ascertain basic attitudes or challenges towards learning and using English at school and at home;
• to suggest any connection between the findings for the above aims and actual academic achievement in end of year English examinations.
A mixed-methods approach was used for this research which collected five different types of data and was conducted in two parts. A background context for the study was first established by surveying peers from the same school about their attitudes towards English and any challenges they face. School examination results were also studied. A range of data was then collected from the case study students which included their own survey responses, examination results, written journal entries and classroom observations by the teacher.
A major finding of this research study was the significantly improved deeper writing features exhibited in the journal writing entries. Students’ sense of audience, personal voice, and quality of vocabulary improved far more than would be expected from normal writing maturation in this timeframe. There is evidence of a high degree of student engagement during journal writing, often due to personally motivating topics. The opportunity to share ideas through written dialogue with their teacher resulted in the development of strong teacher student relationships. Findings surrounding the issues of modeling correct language in context, code switching to enhance understanding of new language and the explicit teaching of vocabulary are also examined.
This research provides several other significant findings. There is strong evidence primary age students at all ability levels value English and would like to improve their academic results. Differences in gender were discovered with more boys than girls finding writing the most difficult English skill. Boys were also more likely to fail examinations. Interesting data is provided about the feedback teachers provide writers, and a major finding was that classroom English tasks were not able to be completed successfully by approximately half of all students. There are interesting findings about the strong beliefs students hold on being taught the other core subjects of Mathematics and Science using the English language.
Finally, this research makes an important contribution to understanding how young learners’ attitudes towards a second or subsequent language affect their ability to do the task and to eventual task success or failure. A major implication for educators from this research is that many students are likely to highly benefit from a differentiated English programme in primary school which supports the varied learning needs of all students.
Although this research was conducted in Brunei, many of the findings may also be applicable to ESL teaching programmes in other parts of Asia and around the world at a time of strong international interest and growth in English second language teaching.

year: 2013

title: The intergenerational perpetuation of achievement messages in whānau

authors: Southey, Kim Marie

subjects: Maori

abstract: The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

text: The intergenerational perpetuation of achievement messages in whānau The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

year: 2003