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1
Becher, E. Joseph Jr. „Behavioral Adjustment in Children with Life Threatening IllnessA Qualitative Study“. Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1431536661.
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2
Kok, Che-lueng [leung], Che-leung Kok und 郭志良. „The impact of parent-child interaction on the children's adjustment : a comparative study of single parent families and intact families“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977352.
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Ng, Sau-lai Winnie, und 吳秀麗. „Stress and the coping strategies of Hong Kong primary students: a case study“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963699.
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Troyer, Laura Marie. „Perspectives on familial and social adjustment of children of alcoholics“. CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/398.
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Ng, Sau-lai Winnie. „Stress and the coping strategies of Hong Kong primary students a case study /“. Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963699.
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6
Hanson, Geane Renee. „My thinking chair: Daydreaming in the lives of children“. Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185979.
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This dissertation is an exploration of the nature of daydreaming and its relationship to literacy development in the lives of four children. The children were interviewed and the data is presented in four interpretive case studies. Of the four children, ages 11-13, two of the children are urban and two children live on a southwestern Indian reservation. Five themes emerged from the interviews with the children regarding their use and description of daydreaming: daydreaming, imagination, reading, writing, and school. The children consistently made distinctions between daydreaming and imagination, utilized daydreaming in their construction of their worlds, and discussed the negative attitude they experience in school toward daydreaming. The data in the individual case studies is contextualized within the broader life context of each of the four children represented. A component of this work is based in the researcher's self reflection. The universal practice of daydreaming must be valued in the growth and development of the individual. Daydreams show the uniqueness of individual invention. Through daydreams children explore places they have never been, become characters in the stories they read, and explore new knowledge in the safety of their own minds. Daydreaming is an invisible aspect of the creative and generative life of the mind which is critical to visible production. Currently research themes are increasingly addressing the question of individual consciousness and understanding how children transform information into their own terms. This dissertation seeks to contribute to this understanding. Daydreaming is not a negative practice but one which contributes to children's invisible and visible worlds. Daydreaming serves the interests of these children in their lives as thinkers, readers, writers and creators both at home and school.
7
Murphy, Frances. „Relationship between family use of normalization and psychosocial adjustment in children with chronic physical disorders“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68225.
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The purpose of this study was to examine the relationship between a family's use of normalization and the psychosocial adjustment (personal adjustment, role skills, and perceived competence) of children with chronic physical disorders (CPD). Seventy-six mothers and their CPD children participated in the study. Families' use of normalization was related to CPD child's psychosocial adjustment. Specifically, mothers' perceptions that their families and other people perceived their family and CPD child as normal were strongly related to overall high personal adjustment, better peer relationships, and better productivity in the CPD child as well as less reported anxiety and depression, less dependence, less withdrawal, and less hostility. However, a family's use of normalization was not related to the CPD child's perception of self-competence in this study.
8
Gilbert-MacLeod, Cheryl A. „The behavioural expression of fear in young children“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56550.pdf.
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Gibson, Kerry. „Politics and emotion in work with disadvantaged children : case studies in consultation from a South African clinic“. Doctoral thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/10551.
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Bibliography: p. 269-286.This thesis explores the social and psychological dynamics of consultation partnerships established between a psychological clinic and a variety of children's organisations. The research aims to develop a deeper understanding of the process of consultation by making visible the emotional and political complexities involved. This kind of work is usually informed by the broad principles of community psychology and carries a concern with the broader political context of mental health. Typically, however, this approach gives less consideration to the emotional dynamics of this kind of community work and the subtle forms in which they might appear during the intervention. In this research, the concepts of community consultation are expanded through psychoanalytic theories of group, organisational and social processes.
10
Grant, Lynda D. „The relationship between pain appraisals and coping strategy use and adaptation to chronic low back pain, a daily diary study“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25061.pdf.
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11
Zhang, Dan. „Culture, workplace stress, and coping : a study of overseas Chinese“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/NQ39012.pdf.
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Aguirre, Marco Antonio. „First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year“. PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.
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This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.
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Rideout, Betty A. „Adolescent girls' experience of parental divorce“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29145.
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This study was designed to examine adolescent girls experience of their parents' divorce. A review of the literature on this subject indicated that little research had been conducted on the adolescents' experience of parental divorce. The literature also indicated that the painful event of divorce can precipitate a number of emotional, behavioural, and cognitive changes in children.
This study utilized a phenomenological methodology. Specifically, the study sought to explore the participants' experience of parental divorce and interpret the results in conjunction with relevant theory.
Eight girls from age sixteen to nineteen participated in the study. These girls came from a home where a divorce had occurred within a nine year range, but had occurred at least one year since the time of the interviews. The participants were interviewed twice. The interviews were analyzed using the data analysis process described by Giorgi (1975). This analysis revealed twelve topic areas which were descriptive of the participants' experience of divorce. These topics were then organized around four main content areas, or processes. These processes were the experience of the divorce, the process of adapting to environmental changes, the learning and growing process, and the process of restructuring meaning and moving toward resolution.
The results were interpreted utilizing the literature on children from divorced homes, attribution theory, and just world theory. The present study shared many similarities with the literature on divorce, but differed in the degree of depression and maladjustment seen among the participants. The participants in this study, generally, were seen to highly-functioning, healthy individuals. The study also showed how the participants need for control in their lives was related to the theories posed by attribution theory and just world theory.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Ayres, Amy R. „College Student Adaptability and Greek Membership: A Single Institution Case Study“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3707/.
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Since the birth of the United States in 1776, Greek-letter societies have been an integral part of American higher education. Research on the impact of Greek membership varies at best, and often is in conflict from study to study. This study surveyed students affiliated with Greek-letter organizations at the University of North Texas. The research examined the college adaptability of Greek students by gender in five areas: Overall adjustment, academic adjustment, personal-emotional adjustment, social adjustment, and attachment to the institution. The study, conducted in the spring of 2006 at the University of North Texas had 80 respondents. The Student Adaptability to College Questionnaire (SACQ) consisted of 67 items on a 9-point scale. The SACQ is designed to assess how well students adapt to the demands of the college experience. Raw scores and percentile rankings were determined by t-test calculations. Test scores were expressed through t-scores in relation to the standardized sample. Data show no statistical significance in any of the five areas studied: Overall adjustment, academic adjustment, personal-emotional adjustment, social adjustment, or attachment to the institution. Female participants scored higher on all scales than male participants, indicating a slightly higher level of adjustment, though not enough to be significant. Both males and females scored highest in attachment to the institution and social adjustment, while both scored lowest in personal-emotional adjustment.
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Rustige, Cindy L. „Maternal reactions, home environment, and the self-esteem of eight visually impaired children“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29210.
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This study investigated the relationship among maternal reactions to visual impairment, home environment, and the self-esteem of eight visually impaired children. Educational research has clearly isolated a correlation between self-esteem, academic performance, and behavior. The premise of this study was that visually impaired children who perceived their home environments as supportive and nurturing; and who had parents, particularly mothers who accepted their loss of vision, would feel better about themselves more so than visually impaired children who held predominantly negative perceptions. The study also compared children's, mothers' and teachers' perceptions of the child's self-esteem.
The subjects were 8 visually impaired children between the ages of 5 and 8, their mothers, and their integrating teachers. A questionnaire pertaining to children's self-esteem was circulated to teachers and mothers. Children were interviewed separately.
Results indicated that the climate of the home was associated with both the use of functional vision and self-esteem in visually impaired children. The findings are congruent with educational and humanistic-phenomenological theory, and support the hypothesis that children's behavior and perceptions of themselves are influenced by the reflections of 'significant others', particularly their parents.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Au, Wai-ching Alice. „Using case studies to explore how family services help in the adjustment and child care of newly arrived Mainland Chinese new immigrant mothers in Hong Kong“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B42128535.
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Chislom, Christina S. „Teachers perceptions of children coping during active-duty parental deployment| A single exploratory case study“. Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708850.
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The war on terror after the tragic events of September 11, 2001, continues to include ongoing efforts in Iraq, Afghanistan, and other countries in which the military serve and protect. Active-duty members of the Army, Marines, Navy, Air Force, and Coast Guard continue to serve in these hazardous zones to minimize war crimes where families are left behind. With the necessity of military deployments, issues of psychological, emotional, and behavioral tribulations surrounding the children of deployed active-duty members are observed. The purpose of the qualitative study was to explore schoolteacher’s perceptions about effective actions taken to enhance the performance of children and the classroom environment, while the children were coping with their active-duty parent’s deployment. The sample included elementary schoolteachers and administrators that taught in the Department of Defense Dependents Schools (DoDDS) in Belgium who have had parents of their students deployed to Iraq, Afghanistan, and other hazardous zone areas. The research question asked: When observed behaviors are identified in relation to parental deployment, how do effective actions taken mitigate behavioral problems and enhance the classroom learning environment? The qualitative explorative case study aided in identifying and understanding schoolteachers’ perceptions about effective actions taken to enhance the performance of children and the classroom environment while children were coping with their active-duty parent’s deployment. This critical situation for children showed stressful and coping challenges and an imposed hardship on the children’s customary way of living and participation in the school environment.
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Boshoff, Annemi. „Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studie“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1721.
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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009.This study focused on South African siblings' experiences of a brother or sister with cancer. Social constructionism was used as an epistemological framework. Three in-depth interviews with siblings (ages 12 – 16 years) of pediatric cancer patients, were done. The case study approach was chosen as the most suitable method to gain the information. The thematic content analysis was the method of analysis. Participants' experiences with regard to their siblings' cancer were reconstructed according to themes. Recurring themes were elucidated and linked with the literature. The study allowed participants to express their conscious and unconscious experiences by means of verbal and non-verbal (art activities) communication. Results support the concern by previous studies about siblings' vulnerability since the diagnosis of a brother's/sister's cancer. The uniqueness of each sib's experience and the implementation of individualy-centered intervention strategies is emphasized. Educational Psychologists as well as members of the multidisciplinary team (teachers, medical and nursing staff, parents, family and peers) interested in supporting siblings of pediatric cancer patients can benefit from this study.
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Reich, Julie A. „Perceptions of Parental Differential Treatment: Correlates in Chronically Ill and Non-Ill Samples of Children“. [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000063.
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Hagen, Prudence (Prudence Bennett). „Programming Common Stimuli to Promote Generalized Question-Asking in a Child with Autism“. Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278184/.
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A 5-year-old child with autism was taught to: (a) ask "What is that?" in the presence of unknown objects and (b) name the objects he did know. Generalization in the presence of the experimenter was probed across four new tasks. The child's performance generalized to the first 3 tasks without additional training. The fourth task required programming of common stimuli before generalization occurred.
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Botha, Cynthia Evelyn. „The implementation of developmental play therapy with pre-schoolers in a primary school : a case study“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50160.
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Thesis (MEdPsych)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: My study aims to explore whether a Developmental Play Programme can be implemented in a primary school with learners, using trained volunteer therapists from an old age home in the area. I also looked at the experiences of the learners and that of the volunteer therapists using Developmental Play Therapy as a therapeutic technique. The technique facilitates the development of child-adult relationships that are necessary for the development of children. The research is in the form of a qualitative case study. It is approached from an ecosystemic perspective i.e. learners are viewed as a core system which in turn is part of several other systems, for example the family, school, church, community etc. The systems are interdependent, which means that change in the one system also results in change within other systems. In the data production video recordings, unstructured interviews, observations and field notes are used. Data analysis was done using principles of coding. The results of the study show that Developmental Play Therapy is indeed an effective psychotherapeutic technique to use in a primary school with a group of learners and to use senior citizens as volunteer therapists to do the therapy.
AFRIKAANSE OPSOMMING: Die doel met die studie is om na te vors of die Ontwikkelende speelprogram op leerders in 'n primêre skool toegepas kan word, deur inwoners van 'n ouetehuis in die area op te lei as vrywillige terapeute. Ek het die ervaringe van die leerders en die van die vrywillige terapeute observeer waar Ontwikkelende Speelterapie as terapeutiese tegniek toegepas is. Die tegniek bevorder onder andere die ontwikkeling van ouer - kindverhoudings, wat noodsaaklik is vir die ontwikkeling van kinders. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in een sisteem ook verandering in die ander sisteme tot gevolg het. In die data - produksie is tegnieke naamlik video - opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data - analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie toon dat Ontwikkelende speelterapie 'n effektiewe psigoterapeutiese tegniek is om in 'n primêre skool te gebruik met 'n groep leerders, en om gebruik te maak van senior burgers as vrywillige terapeute om die terapie te doen.
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Skota, Bekisisa Andrew. „The quality of life needs of Xhosa speaking learners with Down Syndrome : two case studies“. Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/463.
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Daniels, Rene Alice. „Ericksonian hypnosis and hypnotherapy : a case study of two primary school children experiencing emotional difficulties“. Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3338.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2005.This study aims to explore the utilisation of hypnosis and hypnotherapy in providing therapeutic support to two primary school children who experience emotional difficulties. The purpose of this study is to ascertain what the emotional experiences of children are during the process of Ericksonian hypnosis and hypnotherapy. I attempted to utilise an Interpretive/Constructive paradigm, as it acknowledges that individuals construct their own realities based on their personal experiences and perceptions. In line with this perspective, the Ericksonian approach accepts and utilises whatever individuals bring with them into therapy in a respectful and gentle manner. The research design consisted of two case studies. I requested that parents of both participants complete a background questionnaire. This was followed by an unstructured interview with the parents and class teachers. Another unstructured interview was warranted in both cases. I utilised the assessment criteria according to Geary's Process model to identify the various hypnotic phenomena in each case. I used the hypnotic phenomena to assist with structuring therapeutic goals. The symptom behaviours and beliefs also impacted on other aspects of the participants' lives. Various themes emerged and linked with the therapeutic use of these phenomena, I attempted to address the problems by utilising the process model of Ericksonian hypnosis. The themes that emerged during data analysis were verified and categorised during data production. A variety of hypnotherapeutic techniques was utilised to help participants gain mastery and control of their respective realities. The Ericksonian Diamond model was utilised to tailor all interventions to the unique needs and developmental level of each participant. The findings of this study indicate that Ericksonian hypnosis and hypnotherapy is a powerful intervention strategy that yields positive results in a relatively short period of time with young children. It was found that this therapeutic strategy could be utilised as a main course or an adjunct to other therapeutic interventions. My study concludes by acknowledging the limitations and provides recommendations for future research.
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Motiejunas, Kristina M. „The Effects of the Density of Reinforcement on the Maladaptive Behaviors of a Child With Autism“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2707/.
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The present study consists of two experiments that analyze the effects of high and low densities of reinforcemnt on the maladaptive behaviors of a 9 year old girl with autism. The first experiment investigates the isolated effects of density of reinforcement on the frequency of maladaptive behaviors during a motor imitation teaching task. High densities of reinforcement produced fewer occurrences of maladaptive behavior than low densities of reinforcement. Experiment 2 analyzes the effects of density of reinforcement during the same teaching tasks as in experiment 1 on maladaptive behavior, task accuracy, prompt resistance, and language. Maladaptive behavior did not recur during experiment 2. High density of reinforcement conditions during the second experiment showed a positive effect on the accuracy of responding and compliance with prompts.
25
Zeug, Nicole M. „Increasing activities and interests in a child dually diagnosed with PDD-NOS and DS“. Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9003/.
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Expanding interests may be a behavioral cusp, resulting in widespread changes across skills, and therefore is particularly relevant in intervention programs for children with autism. Little research has addressed directly increasing the diversity of activities and interests for this population. This study describes a program developed to increase activities and interests in a girl dually-diagnosed with pervasive developmental disorder (PDD-NOS) and Downs syndrome (DS). A multiple-baseline design across stimuli was employed to evaluate the program. The results show that the program increased number of total and different toy interactions. No effects were observed for overall duration of toy interactions. Results are discussed in relation to play skill instruction and preference assessment literature, the cusp, and autism intervention programs.
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Demas, Grant. „Exploring 12 to 14 year old children’s perceptions of the causes and effects of physical violence between children : a Lynedoch study“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4379.
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Thesis (MA (Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Violence occurs everywhere in the world, yet in poor communities like Lynedoch, located in the Western Cape Province of South Africa, physical violence between children has become endemic. It is so severe that in 2004 a child from this community was murdered by peers. Furthermore, a trend has been observed throughout South Africa, of serious acts of physical violence between children. This has escalated to such an extent that in 2008 the country’s schools were declared the most unsafe and dangerous in the world. The present study was undertaken to obtain a firsthand understanding of the causes and effects of physical violence between children in Lynedoch. It was further motivated by the researcher’s location as a Lynedoch resident and school teacher. The information was obtained from 12 child participants who reside in Lynedoch. Qualitative research was employed and a depth focus group interview was used to obtain the information. The information which was obtained was then categorised into units, from which the themes were extrapolated. It was the research instrument of choice, because it is highly recommended for conducting research with children and for exploring sensitive topics. Once the information was obtained, the participants were debriefed. In order to formulate a holistic and systemic understanding of the research findings Urie Bronfenbrenner’s bio-ecological systems theory was used as a framework. This enabled the researcher to discuss the findings within the constructs of the microsystem, the meso-system, the exo-system, the macro-system and the chrono-system. The discussion also included the issue of the influence of nature versus nurture, the emotional system, the cognitive-system and the behaviour-system. The findings of the present study revealed that the perceived causes of the physical violence between children in Lynedoch include a lack problem solving skills, difficulty dealing with certain emotions, low self-esteem, poor conflict resolution skills, domestic problems, difficulty communicating, a need for attention, and adults modeling physical violence to children. The perceived effects of physical violence between children in Lynedoch include painful emotions, desensitisation, displaced anger, vengefulness and suicidal ideation. In order to practically address the problems that were revealed through the formulation of the research findings, the present study recommends the implementation of systemic changes at multiple levels, including political, social, economic and personal changes.
AFRIKAANSE OPSOMMING: Geweld kom oral in die wêreld voor, veral in armer gemeenskappe soos Lynedoch, wat in die Wes-Kaap Provinsie van Suid-Afrika geleë is. In hierdie gemeenskap het fisiese geweld tussen kinders endemie geword. In 2004 is kind vermoor deur ander kinders van hierdie gemeenskap. Tendens is dwarsdeur Suid-Afrika opgemerk, van ernstige gevalle van fisiese geweld tussen kinders. Dit het so vererger dat Suid–Afrikaanse skole in 2008 as die mees onveilig en gevaarlike skole ter wêreld bestempel is. Die huidige studie was onderneem om eerstehandse begrip van die oorsake en gevolge van fisiese geweld tussen kinders in Lynedoch te verkry. Die navorser was verder gemotiveer deur sy betrokkenheid as onderwyser by die laerskool en as inwoner van die Lynedochgemeenskap. Twaalf kinders van die Lynedoch gemeenskap het deelgeneem aan die studie. Kwalitatiewe navorsing was gedoen. Fokusgroeponderhoud was gebruik om die inligting te verkry. Hierdie navorsingsintrument was gebruik omdat dit die aanbevole metode is vir navorsing met kinders en veral wanneer sensitiewe onderwerpe ondersoek word. Na die afloop van die onderhoude, was daar ontlonting vir deelnemers. Om holistiese en sistemiese begrip van die navorsingsresultate te formuleer, is Urie Bronfenbrenner se bio-ekologiese sisteeem teorie gebruik. Dit het die navorser in staat gestel om die bevindinge binne die raamwerk van die mikro-sisteem, mesosisteem, exo-sisteem, makro-sisteem en die chrono-sisteem te bespreek. Die bespreking het ook die kwesie van die invloede van die mens se natuur teenoor die invloede van die omgewing, die emosionele sisteem, die kognitiewe sisteem en die gedrag-sisteem gedek. Die bevindinge van die huidige studie het die volgende oorsake van fisiese geweld tussen kinders in Lynedoch geopenbaar: gebrek aan probleemoplossingsvaardighede; die swarigheid om pynlike emosies te verwerk; lae selfbeeld; swak konflikhanteringsvermoëns; huishoudelike probleme; probleme met kommunikasie vaardighede, en tekort aan aandag en volwassenes se fisiese gewelddadige gedrag. Die waargenome effekte van fisiese geweld tussen kinders in Lynedoch sluit die volgende in: pynlike emosies; desensitisering; verplaasde gevoelens van woede; wraaksugtigheid en selfmoordgedagtes. Ten einde die probleme wat deur hierdie studie na vore gekom het, prakties aan te spreek, word sistemiese veranderinge op verskeie vlakke, insluitend persoonlike, sosiale, ekonomiese, sowel as polities aanbeveel.
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Newton-Curtis, Linda Mary. „The Peer Network as a Context for the Socialization of Academic Engagement“. PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.
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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement.
A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records.
To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year.
Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.
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Faulds, Karen Elaine. „Working memory matters : a series of case studies evaluating the effect of a working memory intervention in children with early onset otitis media“. Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021618/.
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Otitis Media (glue ear) delays reading (Kindig & Richards, 2000) by impacting on phonological processing, and may affect working memory development (Mody et al, 1999). Reported links between working memory capacity and school success (Bourke & Adams, 2003; Gathercole, Pickering, Knight & Stegman, 2004), suggest that working memory has a crucial role in learning. Deficits have been linked to anxiety during task performance (Hadwin, Brogan & Stevenson, 2005) and low self-esteem (Alloway, Gathercole, Kirkwood & Elliott, 2009). Sixteen children aged seven to ten with a history of early onset Otitis Media, together with a comparison group of twelve children were assessed on a range of measures of phonological processing, single word and non-word reading, non-verbal reasoning and working memory, and an attitude to self and school rating scale, before and after working memory training. Semi-structured interviews and classroom observations of learning behaviours were used to elaborate the findings from the quantitative data. Significant differences were found between the groups before training in verbal and visuo-spatial short term and working memory, and non-word reading. Following training these differences were no longer significant. Performance in reading and phonological tasks was found to improve for both groups following training. Mean scores for responses to the learning attitudes rating scales were not significantly different before or after training, but large individual differences were found for children in both groups. Case studies are presented of individual children in the Otitis Media group. The results indicate that, as found in previous studies, a history of Otitis Media can result in weaknesses in phonological processes, memory and literacy development, and the original contribution of this study indicates that these may be ameliorated by a working memory intervention. Improvements in working memory did not appear to affect children’s overall learning identities but more positive feelings were found after training for several children.
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Spies, Hannalie Lehome. „Teachers' readiness to support children with Asperger's syndrome within mainstream schools“. Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80203.
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Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive education and training system in South Africa. This development followed trends similar to those in other countries. The inclusive approach emerged as a key international policy at the World Conference on Special Needs Education in Salamanca, in 1994 in Spain. One of the implications of an inclusive education (IE) policy is the provision of appropriate educational opportunities for all learners, including those with disabilities, in the general education class. Therefore school policies that support this educational environment, and that provide administrative assistance, appropriate materials and resources, as well as qualified teachers, are needed. Literature states that teachers all over the world experience difficulties on different levels of IE. High school teachers, for instance, experience unique challenges and difficulties with the implementation of inclusive principles. Asperger's syndrome (AS), the focus of this study, is one of the disorders directly affected by an inclusive policy. The number of learners diagnosed with autism spectrum disorders (ASD), as well as the number attending mainstream education, has grown worldwide. The characteristics of AS lead to challenges with learning behaviour and socialisation, and cause significant difficulties for classroom teachers, who need to maintain a learning environment that is conducive to learning by all learners. Although there is an increasing flow of information available relating to support, accommodations, methods and information, this does not ensure that educators will be aware of and effectively use these sources. Since teachers are the main team players in the successful implementation of IE, this study aimed to investigate exactly how ready they are to implement IE practices, especially with regard to supporting children diagnosed with AS. The theoretical framework on which this study was based was Bronfenbrenner's bioecological model. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. Purposive sampling was used to select participants from three different schools in the Western Cape Province in South Africa. Three methods of data collection were employed, namely reflective questions, as well as semi-structured individual and focus group interviews. Thematic analysis was used to analyse the data. With Bronfenbrenner's bioecological model as the backdrop, the research findings indicate that the readiness of the participating teachers for IE, and therefore by implication their readiness to include learners with AS in the mainstream classes, is compromised. The findings indicate that this lack of readiness comprises factors on macro-, meso-, exo- and micro-system levels. These systems do not appear to be ready for IE, and therefore, although there is willingness to learn among the teachers in this study, it seems as though they are not ready for the inclusion of learners diagnosed with AS in their classes. Support needs to be aimed at increasing teachers' understanding of the philosophical principles of IE in general, but also increasing their knowledge of AS and providing them with practical suggestions regarding best practises relating to the inclusion of learners with AS in their mainstream classes. Since teachers seem not to be specialists in the support of learners with barriers to learning, professionals who will be able to support them in this regard need to be employed in the schools.
AFRIKAANSE OPSOMMING: In Witskrif 6 (Spesiale Onderwysbehoeftes: Die Vestiging van 'n Inklusiewe Onderwys- en Opleidingstelsel) is 'n raamwerk verskaf vir die vestiging van 'n inklusiewe onderwys- en opleidingstelsel in Suid-Afrika. Hierdie ontwikkeling het gevolg op soortgelyke tendense in ander lande. Die inklusiewe benadering het na vore getree as 'n sleutel internasionale beleid by die Wêreldkongres oor Spesiale Onderwysbehoeftes wat in 1994 in Salamanca, Spanje gehou is. Een van die aspekte wat fundamenteel is tot die beleid van inklusiewe onderwys (IO) is die verskaffing van gepaste opvoedkundige geleenthede aan alle leerders, insluitend dié met gestremdhede, in die algemene klaskamer. Skoolbeleide wat hierdie opvoedkundige omgewing ondersteun, en wat administratiewe bystand, gepaste materiale en hulpbronne, sowel as gekwalifiseerde onderwysers verskaf, word benodig. Volgens die literatuur ervaar onderwysers die wêreld oor probleme op verskillende vlakke van IO. Hoërskoolonderwysers, byvoorbeeld, ervaar unieke uitdagings en probleme met die implementering van inklusiewe beginsels. Asperger se sindroom (AS), die fokus van hierdie studie, is een van die stoornisse wat direk deur 'n inklusiewe beleid geraak word. Die aantal leerders wat met outismespektrumstoornisse (ASS) gediagnoseer word, sowel as die aantal wat hoofstroomonderrig ontvang, neem wêreldwyd toe. Die kenmerke van AS lei tot uitdagings in leergedrag en sosialisering, en veroorsaak aansienlike probleme vir klasonderwysers, wat 'n leeromgewing moet kan onderhou waarin alle leerders die vermoë het om te leer. Hoewel daar 'n toenemende vloei van inligting is wat verband hou met ondersteuning, tegemoetkomings, metodes en inligting, verseker dit egter nie dat opvoeders bewus sal wees van hierdie bronne nie en hulle doeltreffend sal gebruik nie. Aangesien onderwysers die vernaamste spanlede is in die suksesvolle implementering van IO, was die doelwit van hierdie studie om ondersoek in te stel na presies hoé gereed hulle is om IO-praktyke te implementeer, veral met betrekking tot ondersteuning aan kinders wat met AS gediagnoseer is. Die teoretiese raamwerk waarop hierdie studie geskoei is, is Bronfenbrenner se bio-ekologiese model. Die navorsingsmetodologie vir hierdie studie kan beskryf word as basiese kwalitatiewe navorsing ingebed in 'n interpretatiewe paradigma. Doelgerigte steekproefneming is gebruik om deelnemers in drie verskillende skole in die Wes-Kaap provinsie in Suid-Afrika te selekteer. Drie dataversamelingsmetodes is gebruik, naamlik reflektiewe vrae, asook halfgestruktureerde individuele en fokusgroeponderhoude. Tematiese analise is gebruik om die data te analiseer. Met Bronfenbrenner se bio-ekologiese model as agtergrond kon die navorsingsbevindings wys dat die gereedheid van die deelnemende onderwysers in hierdie studie vir IO, en by implikasie dus hulle gereedheid om leerders met AS in hoofstroomklasse in te sluit, onvoldoende is. Die bevindinge dui aan dat hierdie tekort aan gereedheid faktore op makro-, meso-, ekso- en mikro-sistemiese vlakke omvat. Hierdie stelsels blyk nie gereed vir IO te wees nie en hoewel daar 'n bereidheid is om te leer by die onderwysers in hierdie studie, is hulle nie gereed om leerders wat met AS gediagnoseer is, in hulle klasse in te sluit nie. Ondersteuning moet daarop gerig wees om die onderwysers se begrip van die filosofiese beginsels onderliggend aan IO in die algemeen te verhoog, sowel as hulle kennis van AS, en om hulle praktiese voorstelle te gee m.b.t. beste praktyk in verband met die insluiting van leerders met AS in hulle hoofstroomklasse. Aangesien dit voorkom asof onderwysers nie spesialiste is in die ondersteuning van leerders met struikelblokke tot leer nie, moet professionele persone wat hulle in hierdie opsig kan help, deur die skole aangestel word.
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Au, Wai-ching Alice, und 區惠靑. „Using case studies to explore how family services help in the adjustment and child care of newly arrived Mainland Chinese newimmigrant mothers in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B42128535.
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Johnson, Price McCloud. „The Role of Network Position for Peer Influences on Adolescents' Academic Engagement“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.
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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
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Lee, Lung-hei Michael, und 李隆熙. „A study on the perception of the educational problems confronted by the new immigrant children from mainland China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959532.
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Moolla, Nadeen. „Reconstructing educational psychology in the South African context : school systems consultation as a dimension of service delivery“. Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/14350.
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Summary in English.Bibliography: leaves 92-99.
This study aims to illustrate, explore and argue for school systems consultation as a dimension of educational psychology service deli very which is appropriate in the South African context. It connects with the principles which guide policy development in education, and particularly, education support services in the country. A qualitative inquiry approach was adopted, in which case study methodology was employed to illuminate systems analysis and intervention at a special school in Cape Town. The participants included all adults who were employed in the school, with focus on the management, teachers and teacher-assistants. A variety of methods were used including interviews, observation, role-play and facilitation of group process. A qualitative, thematic approach was employed in the analysis and interpretation of data, extrapolating patterns, themes and relations around communication, beliefs, change and power.
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Williams, Cathy E. „The effects of cognitive self-instructional strategies on children's fear of fire“. Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101362.
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Childhood fears have been considered to be part of normal development. It is when these fears develop into severe fears or phobias that they become of concern to clinicians. Children's fears have varied over the years from school related fears, to political fears, to fears of danger and death in most recent years. Of the latter category, fear of fire-getting burned emerged as the second most commonly reported fear among children. The present study examines two cognitive self-instructional strategies to test their effectiveness in reducing children's fear of fire. Cognitive strategies were the ones of choice in that they remedied many of the problems found in some of the other behavioral techniques. Either of two self-instructional strategies including a fire safety training program using self-instructions and a self-instructional fear reduction strategy were taught to second and third grade children. A major hypothesis of the study was not confirmed which maintained that children who learned self-instructional fear reduction exercises would show greater reductions in fear than children who did not learn the exercises. Although these results were not evident immediately following training, a trend toward this expectation did appear at follow-up. These findings implied that although the cognitive self-control strategy was not effective in reducing children's fear immediately, it did tend to provide for greater maintenance of behavior change over time. The present study has implications for continued investigation in the areas of childhood fear reduction and the maintenance of behavior over time.M.S.
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Ybarra, Rita. „The Effects of Interspersed Trials and Density of Reinforcement on Accuracy, Looking Away, and Self-Injurious Behavior of a Child with Autism“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2485/.
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This research examines the effects of task interspersal and density of reinforcement on several behaviors of an autistic 6-year-old boy during the performance of a visual matching task and two auditory matching tasks. Experiment 1 investigated the effects of interspersing high and low accuracy tasks on correct matching responses, positions of matching responses, looking away, and self-injurious behavior (SIB). The effects of interspersed trials were evaluated using an ABAB multiple treatments design. Results indicated that interspersed trials produced slightly more correct responses during the visual matching task; however, correct responses decreased during the other two tasks. The use of interspersed trials also decreased looking away from the stimuli and SIB. Experiment 2 evaluated the effects of reinforcement density apart from task interspersal. Two conditions, reinforce-corrects-only and reinforce-all-responses, were compared in Experiment 2. Correct responses increased slightly for all three tasks during the reinforce-all-responses condition. Looking away and SIB were very infrequent throughout Experiment 2.
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Van, Wyk M. M. (Martha Magdalena). „The experiences of a tutor during the implementation of an applied behaviour analysis programme : a case study“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53631.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: This study was undertaken with the view to explore the experiences of tutors of children with the dual diagnosis of Autism and Down syndrome during the implementation of an Applied Behaviour Analysis support programme The parents of the children willingly participated in a research project of the Department of Educational Psychology and Specialized Education at the University of Stellenbosch. A private individual funded the project. The aim of the project was to evaluate the effectiveness of an Applied Behavior Analysis support programme over a period of 26 weeks on an individual that has Autism. The programme impacted the daily lives of the tutors. The question soon arose as to how the intensive contact between tutor and the child would be experienced by the tutor. A literature review was conducted to obtain a perspective of research done in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The social contructivist framework was chosen as the preferred educational psychological framework from which to approach the study, while the participatory action research paradigm lent itself to describe the individual experiences of the tutors. The experiences were gathered from interviews, observations, video material, journals and reflections. The research report describes a variety of possible experiences the tutor underwent and the repercussions thereof. Suggestions were made as to how adaptations to the programme could serve to expand the training of educational psychologists and tutors.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die belewenisse van tutors van kinders met die dubbel diagnose van Outisme en Down sindroom tydens 'n Toegepaste Gedragsmodifikasie Analise program te ondersoek. Die ouers van die kinders het vrywilliglik deelgeneem aan 'n navorsingsprojek van die Departement Opvoedkunde en Spesialiseringsonderwys van die Universiteit van Stellenbosch. Fondse vir die projek is van 'n privaat persoon ontvang. Die doel van die projek was om die effektiwiteit van die program oor 'n tydperk van 26 weke te evalueer. Die tutors se daaglikse lewe is deur die program beïnvloed en die vraag het ontstaan hoe die intensiewe kontak tussen kind en tutor deur die tutor beleef sou word. 'n Literatuurstudie is onderneem om inligting oor bestaande navorsing in te win. Ek het tydens die projek die rol van beide navorser en opvoedkundige sielkundige in opleiding vervul. Die sosiaal konstruktiwistiese raamwerk is bespreek as 'n sinvolle opvoedkundige sielkundige raamwerk, terwyl die deelnemende aktiewe navorsingsparadigma homself daartoe leen om die belewenisse van die tutors te beskryf. Die belewenisse is ingesamel deur middel van onderhoude, observasie en video materiaal, 'n joernaal en refleksies. Hierdie navorsingsprojek beskryf 'n verskeidenheid van die moontlike belewenisse van die tutors sowel as die moontlike nagevolge daarvan. Voorstelle oor moontlike aanpassings in die program word gemaak om sodoende die opleiding van tutors sowel as opvoedkundige sielkundiges in opleiding te verbeter.
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Lemna, Ann M. „The subjective well-being of college students with disabilities : a case-study approach“. Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845969.
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The purpose of this study was to identify common themes which contribute to the subjective well-being of college students with disabilities. Four students with varying disabilities were recruited for participation in the study based on their well-adjusted behavior patterns and sense of well-being. Participants completed a series of quantitative instruments and three one-hour interviews. The data were analyzed and interpreted, resulting in eleven common themes. The emergent themes included: a perception of normality, a close family network, a perception of strong parental work ethic, valuing family and social support, personal independence, self-acceptance, a multidimensional view of health and wellness, a positive attitude, an emphasis on ability, being a campus leader and possessing a positive self-rating of wellness. The results of this study support the literature on adjustment for persons with disabilities and provide themes which may be useful for further study on larger groups.Institute for Wellness
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Wimmer, Marina Christine. „Children's perception and understanding of ambiguous figures“. Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/322.
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Background Research has shown that people need to be pre-informed about the ambiguity in order to perceive both interpretations (reverse) of an ambiguous figure. Children younger than 4 years mostly do not experience reversal even when informed. This suggests that the processes involved in reversal develop at this age. Aim The aim of the studies reported here was to disentangle the cognitive processes (metarepresentation, executive function, mental imagery) and the role of eye-movements involved in reversal. Method Four studies (7 experiments), each involving around sixty 3-, 4- and 5-year-old children, using multiple tasks, were conducted. The primary tasks used were the Ambiguous Figures Production and Reversal tasks. The secondary tasks used were metacognitive, executive function and mental imagery tasks. New tasks were also implemented in order to assess reversal abilities. Results Between the ages of 3 and 4 children develop the basic conceptual understanding for reversal (Study 1), that an ambiguous figure can have two interpretations. This is associated with the understanding of false belief, synonymy and homonymy. Between the ages of 4 and 5 children develop inhibitory (Study 3) and image generation abilities (Study 4). These are key cognitive processes necessary for reversal. Contrary to previous research, when task demands were changed (Reversal Task Revised) children’s reversal is at ceiling by the age of 5 (Studies 3 and 4). Eye-tracking data suggests that appropriate eye-movements, focusing on particular parts of the ambiguous figure, are not a primary causal factor in the development of reversal abilities (Study 4). Conclusion The ability to reverse develops in two stages. During stage 1 (between 3 and 4 years) children develop the necessary conceptual understanding that an ambiguous figure can have two interpretations (top-down knowledge). During stage 2 (between 4 and 5 years) children develop the necessary cognitive processes for reversal to occur (inhibition and image generation).
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Tang, Ho-kin, und 鄧可建. „Adolescents' experience of parental divorce: intra-personal and inter-personal stress, struggle and coping“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3197868X.
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Davies, Jean-Marie. „Classroom teachers' attitudes towards the mainstreaming of children with special educational needs : a small scale survey“. Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17451.
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Includes bibliography.The primary aim of this study was to investigate the attitudes of primary school teachers in ordinary classrooms towards learners with low to medium special educational needs, and to discover under what conditions, if any, they would be willing to accommodate these learners in their classrooms. It was hypothesized that teachers are not willing to accept these students without considerable support. The secondary aim of the study was to explore individual teachers' reservations about mainstreaming and methods by which these concerns could be overcome. A research design and methodology incorporating both a quantitative and a qualitative dimension was used. The sample consisted of 113 teachers drawn from six primary schools in the broader Cape Town area. Two schools were included from each of the three ex-Education Departments. A questionnaire based on the Classroom Integration Inventory (Paul, Turnbull and Cruikshank, 1977) was developed and administered to the teachers. This provided the data for the primary investigation. The data for the secondary investigation was collected by means of semi-structured interviews which were conducted with the respondents who were least willing to accept learners with special educational needs. Contrary to the literature, the quantitative results of this study indicated that primary school teachers generally had positive attitudes towards mainstreaming learners with special educational needs. The qualitative analysis outcomes revealed that class size, a lack of skills, and the additional time and work which would be involved, were the most prominent concerns. Suggestions offered to overcome these reservations included decreased class sizes and in-service training. These findings were similar to those in the literature. This investigation was considered to be important as a policy of progressive mainstreaming is a currently debated proposal for the South African education crisis. The support of the ordinary classroom teachers would be vital for such educational reform to succeed. Although the quantitative results indicated a favourable response to mainstreaming, the data were gathered by means of questionnaires depicting a hypothetical situation, and some teachers may have supplied "politically correct" responses. Thus it was recommended that this finding be supported by further investigation.
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Vollet, Justin William. „Differential Susceptibility to Social Network Influences on School Motivation in a Cohort of Sixth Graders“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/79.
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Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of quality parenting and teaching in the development of student engagement. However, some research has shown small, yet significant effects of influences from students' peer groups on the development of their engagement. The goal of this study was to explore whether some children are more susceptible to the effects of their peer groups, and to examine a series of possible factors that might amplify the influence of a target students peer group on the development of that students' own engagement over the course of an academic year. In a re-analysis of an existing data set (Kindermann, 2007), peer group profiles of student engagement were examined as predictors of changes in individual engagement from fall to spring. It was expected that peer groups' levels of engagement would vary in their predictive power for changes in students' own engagement over the school year, depending upon individual levels of peer relatedness, the number of peers with whom the student affiliates with, student perceptions of parental involvement, as well as person-to-group differences in engagement. Gender differences were expected to be non-significant. As expected, results from two sets of analysis indicate no significant gender differences in susceptibility to peer influence. Furthermore, results suggest that susceptibility to peer influence on school engagement may depend upon the number of peers with whom a student affiliates with, parental involvement, as well as person-to-group differences in engagement. However, contrary to expectations, results suggest that a student's susceptibility to peer influence may not depend upon self-reported peer relatedness. Details of the analyses, results, strengths, limitations, and implications for future research are discussed.
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Currie, Cailin Tricia. „Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1646.
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Building upon previous research on the importance of students' motivation for their learning and academic success, this study sought to examine how students' motivation in the classroom may impact the way their teachers' treat them. Specifically, data from 423 middle school students and their 21 teachers were used to examine the extent to which student engagement and disaffection (individually and in combination) in the fall predicted changes in teachers' provision of motivational support from fall to spring of the same school year. The study also examined whether these relationships might differ by student grade or gender, and whether the effects of each component of motivation can be buffered or boosted by the level of the other component.
Overall, results provided partial support for study hypotheses. As expected, engagement and disaffection (as reported both by students and by teachers) individually predicted changes in teacher motivational support over the school year, such that engaged students were more likely to gain teacher support across the school year whereas disaffected students were more likely to lose teacher support. Assessing the unique effects of engagement and disaffection suggested partial support for their combined predictive utility, although less support was found for teacher-reports than student-reports. Across time, student-reported disaffection demonstrated unique effects on changes in teacher support but student-reported engagement did not. For teacher-reports of engagement and disaffection, neither component of motivation predicted changes in teacher support above and beyond the other component.
Across reporters, mean-level gender differences in the constructs of interest were consistent with expectations based on previous research suggesting that girls tend to be more motivated than boys in school; however, despite these significant differences in mean-levels, there were few gender differences in the strength of the reciprocal effects of student motivation on teacher support. Of the 12 tests for gender differences in the links between student motivation and teacher support, only two were found, and both cases demonstrated significant gender effects of the same form, such that engagement and disaffection demonstrated significant reciprocal effects for both genders; however, the effects were significantly stronger for boys. As expected, examination of mean-level differences in engagement and disaffection as a function of grade suggested that student motivation and teacher support decline as students progress through middle school. In general, significant reciprocal effects of student motivation on teacher support across time were found for students of all grades for both student- and teacher reports; however there were some grade-level differences in the strength of those associations. Results indicated that engagement and disaffection were more important predictors of changes in teacher support over the school year for older students (8th graders) than for younger students (6th or 7th graders).
Finally, the expected interaction between engagement and disaffection was only partially supported and only for teacher-reports. Specifically, as predicted, the relationship between teacher-reported engagement and teacher support was stronger for students who were low in disaffection, suggesting low disaffection boosted the positive effects of engagement. At the same time, and contrary to expectations, instead of the relationship between disaffection and teacher support being weaker for students perceived as highly engaged, these relations were actually stronger such that disaffection was a stronger predictor of losses in teacher support for highly engaged students than for their equally disaffected but less engaged peers. Implications for educational interventions and daily classroom practices are discussed. This study, by utilizing a two time-point design, a diverse at-risk student population, and measures from both student and teacher perspectives, attempted to make a contribution to the sparse but potentially important research literature on how student's motivation can shape their experiences with teachers in the classroom.
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Cline, Kimberly L. „Identifying protective and risk factors in mothers of developmentally disabled children an assessment of their coping ability and strategies /“. Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.088-0139.
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Aud, Joelle E. „Sports as a moderator of the effect of parent marital status and belongingness on achievement and behavior“. Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/866.
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Parent marital status is a highly influential variable within the family context, as it can serve as a protective factor in many ways. However, it can also be a risk factor for youth. Despite the large body of literature that delineates the benefits of sports participation and the negative outcomes associated with divorce, researchers have yet to examine the impact of athletic participation on youth who have experienced familial disruptions, such as divorce, separation, and remarriage. Sports participation was chosen as a moderating variable in the present study, as it is believed to serve as a protective factor for those who experience parental divorce. Specifically, the present study aims to answer the following research question: Does sports participation moderate the effects of parent marital status and belongingness on achievement and behavior problems after controlling for sex, socioeconomic status, and maternal education? Many theoretical mechanisms support the hypothesis that positive outcomes are be associated with sporting programs, such as Social Capital Theory, as well as theories associated with 7 motivation and belonging. This study analyzed data collected as part of the NICHDSECCYD comprehensive longitudinal study. Specifically, the effects of parent marital status and belongingness on academic achievement were analyzed in AMOS 22, using a multiple group path model with sports participation as a moderator. Although results did not support sports participation as a moderator, findings supported previous research that connects intact, two-parent marriages with positive outcomes for youth.
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Zamora, Nadine Valerie Perez. „The impact of stressful life events and exposure to community violence on delinquency in Hispanic pre-adolescents“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2422.
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The purpose of the current study was to examine delinquent pre-adolecents. It was hypothesized that both predictor variable [exposure to community violence (number of events; preception of events) and stressful life events (number of events)] would impact delinquent behavior (violent thoughts, violent behaviors, and promiscuity).
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Cheng, Yuk-yi Josephine, und 鄭玉儀. „Illness trajectory of patients suffering from nasopharyngealcarcinoma“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31978290.
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Glazer, Courtney Anne, und Adrianne Marie Vance. „Process evaluation of treatment with adolescents in residential treatment foster care“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3067.
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As the number of children in foster care without a familial placement continues to grow, the child welfare system is turning towards a new placement approach called Residential Treatment Foster Care. This study performed a process evaluation of 30 Residential Treatment Foster Care facilities in Los Angeles County that explored the four characteristics of case plan design, team decision-making, therapeutic intervention, staff training, and overall treatment effectiveness with regards to the number of Absences Without Leave (AWOL) and completion of treatment plan.
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Schottelkorb, April A. „Effectiveness of Child-centered Play Therapy and Person-centered Teacher Consultation on ADHD Behavioral Problems of Elementary School Children: a Single Case Design“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5125/.
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I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.
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Yuen, Ka-chai Thomas, und 袁家齊. „A school-based growth group for adolescents from divorced/separated families in Hong Kong (a case study)“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960613.
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Carranza, Karla Eduviges, und Nicol Alejandra Stolar. „Social workers attitudes and perceptions toward transracial adoption“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2377.
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Overall attitudes, beliefs, and values have been shown to effect how individuals evaluate and process information. This knowledge is important and relevant to the practice of social work. Social workers are expected to put their attitudes, values, and perceptions aside when working with their clients. Attitudes are effecting processing and evaluation of events, therefore, it is imortant to understand the possible implications of workers perceptions and attitudes. Highly embedded attitudes toward transracial adoption, will influenceSocial workers behavior.