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1
Санников, К. А., und K. A. Sannikov. „Исследование представлений о трудностях консультирования у практикующих психологов и студентов психологических направлений подготовки : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/99997.
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Объектом исследования явились представления психологов о трудностях психологического консультирования. Предметом исследования стало содержание представлений о трудностях психологического консультирования у практикующих психологов и студентов психологических направлений подготовки. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (80 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 140 страниц, на которых размещены 11 рисунков и 47 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме трудностей психологического консультирования. Представлены разделы, посвященные особенностям клиента и особенностям консультанта. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: методу опроса экспертов; методу семантического дифференциала; методике незаконченных предложений; методике самооценки эмоционально-личностного благополучия Л.В. Карапетян, Г.А. Глотова; Методике диагностики эмоционального интеллекта Н. Холла; Методике диагностики уровня субъективного контроля Е. Ф. Бажина, Е. А. Голынкиной, Л. М. Эткинда. В главе представлен дескриптивный, сравнительный и корреляционный анализ результатов исследования, а также контент-анализ результатов исследования по методике незаконченных предложений и угловое преобразование Фишера. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам.The research object was the representations of psychologists about the difficulties of psychological counseling. The research subject was the content of representations about the difficulties of psychological counseling among practicing psychologists and students of psychological training areas. The master’s thesis consists of an introduction, two chapters, a conclusion, a list of references (80 sources), and an appendix, which includes forms of the applied techniques. The master’s thesis volume is 140 pages, which contain 11 figures and 47 tables. The introduction reveals the relevance of the research problem, the degree of development of the problem, sets the goal and objectives of the research, defines the research object and subject, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the research stages, scientific novelty, the theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the subject of the difficulties of psychological counseling. The sections devoted to the peculiar features of the client and the characteristics of the consultant are presented. The conclusions of the first chapter represent the results of the research of the theoretical material. The second chapter is devoted to the research empirical part. It contains the description of the organization and methods of the conducted research and the results obtained by all the techniques used: the method of interviewing experts; the method of semantic differential; the method of unfinished sentences; the method of self-assessment of emotional and personal well-being by L.V. Karapetyan, G.A. Glotova; the method for diagnosing emotional intelligence by N. Hall; the method of diagnosis of the level of subjective control by E.F. Bazhin, E.A. Golynkina, L.M. Etkind. The chapter presents a descriptive, comparative, and correlation analysis of the research results, as well as a content analysis of the research results under the method of unfinished sentences and the Fisher angular transformation. The conclusion summarizes the results of the research theoretical and empirical parts, as well as the findings on the hypotheses put forward.
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Harris, Laura L. „Psychological impact of injury : changes in athletic training students' perceptions of the collegiate athlete /“. The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302016507.
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Liu, Jing Dong. „Teachers' interpersonal styles, students' psychological needs and adaptive/maladaptive outcomes in physical education“. HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1463.
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4
Braun, Sarah. „Mindfulness Training for Healthcare Professional Students: A Waitlist Controlled Pilot Study on Psychological and Work-Relevant Outcomes“. VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6116.
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Burnout in healthcare professionals (HCPs) can negatively affect HCPs’ health and the overall functioning of the healthcare system. Of great concern is the negative effect of HCP burnout on psychological, cognitive, and work-relevant functioning. Mindfulness-based interventions have been shown to decrease burnout in HCPs and preliminary evidence suggests they may improve work-relevant outcomes. However, the literature is limited by methodological issues and generalizability concerns. The current pragmatic trial investigated feasibility, acceptability, and effectiveness of Mindfulness for Interdisciplinary Healthcare Professionals (MIHP) using a partially randomized, waitlist-controlled, crossover design [intention-to-treat sample: 22 in the mindfulness group (MG), 26 in the control group (CG)] on psychological, cognitive, and interprofessional measures. The present study also included an explanatory aim evaluating mindfulness practice time and practice quality as mediators of change. Within-group changes were assessed with the combined crossover data for mediation and three-month follow-up analyses. Finally, the present study explored the perceived effects of MIHP and how MIHP had its effects using a grounded theory approach. Results found mixed evidence for feasibility and acceptability. Small to large effects were found for the MG on outcomes of burnout, perceived stress, and mindfulness. These effects were present with groups combined and remained at the follow-up. No effect of MIHP was found on cognitive or interprofessional outcomes. Practice time and quality were not significant mediators of main effects. A grounded theory model is proposed for how MIHP may exert its positive effects within the context of healthcare.
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Gentry, Lily Janise. „Comparison of the effects of training In expository text structure through annotation textmarking and training In vocabulary development on reading comprehension of students going Into fourth grade“. [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001419.
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Portnoy, Edmund Hillel. „The relationship of psychological type to the sociometric choices of junior high students involved in a leadership camp /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546981829.
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7
Wright, Shernel A. „Accessibility of recreational sports for students with disablilities at the University of the Western Cape“. Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2759_1257328493.
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Participation in recreational sports can play a vital role in enhancing a student's life. Recreational sports are esepecially beneficial for students with disabilities as it aids in the facilitation of integration into mainstream society. The University of the Western Cape offers a range of recreational sports to their students but the question posed is, are these recreational sports accessible to students who are physically, auditory and/or visually disabled? The aim of this research project was therefore to explore the extent to which the University of the Western Cape's recreational sport was accessible to male and female studnets with disabilities.
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Thurber, Myron Ross. „Effects of Heart-Rate Variability Biofeedback Training and Emotional Regulation on Music Performance Anxiety in University Students“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5428/.
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Student musicians were recruited to participate in an experimental repeated measures research design study to identify effects of heart rate variability (HRV) biofeedback training and emotional self-regulation techniques, as recommended by HeartMath® Institute, on music performance anxiety (MPA) and music performance. Fourteen students were randomly assigned to a treatment or control group following a 5 minute unaccompanied baseline performance. Treatment group participants received 4-5 HRV training sessions of 30-50 minutes each. Training included bibliotherapy, using the computerized Freeze-Framer® 2.0 interactive training software, instruction in the Freeze-Frame® and Quick Coherence® techniques of emotional regulation, and also use of an emWave® portable heart rate variability training device for home training. Measures included the State-Trait Anxiety Inventory (STAI), Performance Anxiety Inventory (PAI), Flow State Scale (FSS), average heart rate (HR), and heart rate variability (HRV). Quade's rank transformed ANCOVA was used to evaluate treatment and no-treatment group comparisons. Combined MPA scores showed statistical significance at p=.05 level with large effect size of eta2=.320. Individual measurements of trait anxiety showed a small effect size of eta2=.001. State anxiety measurement showed statistical significance at the p=.10 level with a large effect size eta2=.291. FSS showed no statistical or effect size difference. PAI showed no statistical significance and a large effect size eta2=.149. HR showed no statistical significance and a large effect size eta2=.143. HRV showed statistical significance at p=.000 level and a large effect size eta2=.698. This study demonstrated practical/clinical significance of a relatively quick and inexpensive biofeedback training that had large effect at decreasing mental, emotional, and physiological symptoms of MPA for university students.
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Wong, Po Chun. „Goal orientations and perceived purposes of physical education for secondary school students“. HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/476.
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Bonney, David G. „Development of training seminars for KGBI seminary students who come from rural areas and who minister in the city of Pontianak, West Kalimantan“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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11
Ching, Wai-kin Joe, und 程偉健. „A case study of female students' participation and attitudes towards school physical education and sport as compared with male students' inone primary and one secondary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627358.
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Iwamasa, Dawn A. „The effect of music-assisted relaxation training on measures of state anxiety and heart rate under music performance conditions for college music students“. Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2324.
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The purpose of this study was to examine the effects of a music-assisted relaxation training program as a treatment method for college music students suffering from performance anxiety. A total of 40 participants were randomly assigned to the experimental (n=20) and wait-list control (n=20) groups. The experimental group received six music-assisted relaxation training sessions while the wait-list control group received no contact. Dependent measures included pre- and post-test State Trait Anxiety Inventory (ST AI) scores and heart rate measurements during individual jury examinations (performance condition).
Results found no differences in ST AI scores and heart rate measurements between groups. Factors such as years of formal training and memorization of performance showed no differences in dependent measures. The experimental group rated their performance quality as significantly higher than the wait-list control group.
All participants who received the relaxation training program felt they benefited from it, and_ found it helpful in feeling more "in control" and "focused on their music" during performances.
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Zeanah, Kathryn L. „Experiences of Heterosexist Harassment Among Graduate Students Training to Work as School-Based Professionals: Impact on Psychological Functioning, Academic Wellbeing, and Attitudes Toward Sexual Minority Individuals“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457540372.
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14
Fisher, Martin. „Identity and role attachment: a study of interrelationships among four social psychological constructs related to processes of teacher education in a South African context“. Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/23110.
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15
Leung, Shui-ho, und 梁瑞好. „Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activities“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959593.
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16
McVay, Richard B. „An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3082/.
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The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.
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Hayman, Emily L. „Reducing Verbal and Physical Aggression in Elementary Students with Autism Spectrum Disorder Using the Aggression Replacement Training Program“. University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1412251648.
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Pires, Louise Helena Silva. „Formação do psicólogo: perspectivas de alunos de um curso de graduação“. Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-26082008-160547/.
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A profissão e formação do psicólogo vêm sendo discutidas na literatura, assim como o papel do profissional de Psicologia junto à sociedade brasileira, principalmente, a partir de 1975, publicação do estudo pioneiro de Sylvia Leser de Mello. Naquela época, demonstrava-se a preocupação existente em torno das áreas de aplicação da Psicologia e suas funções sociais, mostrando a escassa participação de profissionais fora da clínica. Também se apontava a inadequação do Ensino Superior, que tinha um caráter excessivamente teórico. A crítica ao papel da instituição universitária na formação continua presente em vários estudos mais atuais relativos a este tema. Atualmente, os estudos abordam desde necessidades sociais e o significado social da atuação do psicólogo, até discussões sobre as relações entre concepções ou imagens do psicólogo com o currículo de formação e o efeito sobre a atuação. Alguns autores questionam as formas cristalizadas de saber, que excluem o aluno do processo de construção do conhecimento e impedem a politização do que foi aprendido. Os objetivos deste trabalho consistem em identificar as concepções e relatos de experiências vividas de alunos de Psicologia a respeito de seu curso e sua formação, visando compreender um pouco melhor este universo amplo que gera relevante mobilização no meio acadêmico da Psicologia. Os participantes da pesquisa são estudantes de terceiro a quinto ano de graduação de Psicologia de uma Universidade Pública. Os procedimentos de coleta de dados são entrevistas individuais, que oferecem temas como disparadores de uma associação por parte dos estudantes e entrevistas em Grupos Focais. Para a análise dos dados, utilizou-se a Análise de Conteúdo, em uma abordagem qualitativa. Os resultados demonstram críticas dos alunos com relação à carga horária mal distribuída do curso, às aulas pouco satisfatórias, à falta de prática e excesso de teoria descontextualizada nos primeiros anos de formação, além da desarticulação entre os professores e do conteúdo do curso. Os alunos também apontam a necessidade de transformação do sistema de avaliação que deve conter maior coerência e sentido. Sobre o curso em geral, afirmam que é um espaço subjetivo e valorizam as experiências fora de sala de aula. Além disso, relatam sobre um modo de ser próprio do psicólogo que surge ao longo da formação e da necessidade de um espaço que deveria ser oferecido pela instituição universitária aos alunos para o acolhimento e elaboração de suas dificuldades relacionadas ao curso. Os dados permitem a confirmação de algumas constatações da literatura e discordam de outras. Além disso, permitem uma reflexão da análise da instituição e de suas relações em detrimento da análise apenas de situações pontuais. Assim, foi possível concluir que os alunos demonstram insatisfação com aspectos centrais do curso, tais como: aulas, avaliações, carga horária, conteúdos, atividade prática e a inexistência de um serviço de apoio psicológico dirigido aos próprios estudantes. Estes elementos apontam para uma necessidade de transformação por parte da instituição, visando não somente uma modificação isolada dos aspectos citados, mas a criação de espaços de análise da instituição como um todo.The profession and training of psychologists have been discussed in literature, as well as the role of psychologists inside Brazilian society, particularly, from 1975, when was published a pioneering study of Sylvia Leser de Mello. At that time, there were concerns around the areas of application of Psychology and its social functions, showing the limited participation of professionals outside the clinic. It was also pointed out the inadequacy of graduation at university, which had a character too theoretical. The critical role of the university graduating continues lately in several studies on this subject. Currently, there are the studies that show the social needs and social significance of the role of psychologist, and also studies that discuss relations between the concepts or images of psychologist, comparing them to the curriculum and the effect on performance. Some authors criticize the crystallized knowledge, which exclude the student of the construction of this knowledge and obstruct the politicization of what was learned. The objectives of this study are to identify the concepts and reports of experiences of students of Psychology about their course and their training, aiming to understand a little better this universe that generates relevant broad mobilization in the midst of academic psychology. The Participants of the survey are students of the third to fifth year of graduation of Psychology of a public university. The procedures for data collection are personal interviews and Focal Groups interviews. For the analysis of data, it was used Content Analysis, in a qualitative way. The results show critical of students about the working hours and its distribution across the course, the students also criticized the unsatisfactory lessons and the lack of practice and excess of theory out of context in the first years of graduation, in addition to the disconnection between the teachers and the content of the course. Students also suggest the need for transformation of the system of assessment, which should contain greater coherence. About the course in general, they say that it is a subjective space and they also value the experiences outside the classroom. Moreover, the students report that exists a style of the psychologists who comes along the graduation and a need for a space that should be offered to students by the university for the development of their host and difficulties related to the course. The data allows the confirmation of some findings of literature and disagrees with others. It also reflects an analysis of the institution and its relations contrasting to the analysis of isolated situations. It was possible to conclude that students demonstrate dissatisfaction with some important aspects of the course, such as: classes, evaluations, working hours, content, practical activity and the lack of a service of psychological support for those students themselves. These factors point to a need for the institution to promote a transformation, seeking not only a change isolated from this, but the creation of spaces for analysis of the institution as a whole.
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Farren, Gene Lee. „Physical Literacy and Intention to Play Interscholastic Sports in Sixth Grade Physical Education Students“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011850/.
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Prevalence of physical inactivity in children and adolescents and the associated epidemic of obesity are increasing concerns. U.S. national health statistics indicate early adolescence (i.e., 10-14 years) appears to be a period of importance regarding physical activity, sedentary behavior, health-related physical fitness, and obesity trends. Considering a significant portion of their waking hours are spent in school, it is widely held that schools' should play a significant role in increasing students' physical activity and health-related physical fitness. To do this, physical education in schools focus on providing quality physical education programs that produce physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of health-producing physical activity. In effect, a call for developing a comprehensive and valid measure of physical literacy has been aptly expressed. Thus, the purpose of this dissertation was to test the psychometric properties of proposed models of physical literacy, examine correlates of the physical literacy factor, and investigate the significance of the relationship between physical literacy and interscholastic sport intention via structural equation modeling. Participants were 400 (231 female, 169 male) sixth-grade physical education students who completed three brief surveys assessing maturation, self-efficacy, self-esteem, knowledge and understanding, motivation, physical activity and sport participation, and interscholastic sport intention. In addition, students completed a sedentary behavior log, a health-related physical fitness assessment, and an overhand throwing skill assessment. Analyses offered overall support for the proposed physical literacy measurement models. Results also supported positive relationship Physical literacy was statistically significantly positively related physical activity and sport team participation, and significantly negatively related and screen-time sedentary behavior. Results also supported a positive path between physical literacy and interscholastic sport intention. The implications of promoting physical literacy within physical education are discussed in light of the three higher-order underlying factors of physical literacy.
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Bruckner, Terri Ann. „Using an Argument-based Approach to Validity for Selected Tests of Spatial Ability in Allied Medical Professions Students“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371562493.
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Munyai, Pfarelo Pardon. „The exploration of influence as a leadership competency amongst emerging adult males“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017520.
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The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
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Morenon, Olivier. „Vulnérabilité et processus de résilience en formation infirmière : quels tuteurs pour les étudiants vulnérabilisés ?“ Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2097/document.
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Cette recherche a été initiée à partir des constats suivants : les étudiants en soins infirmiers français réussissent en majorité à achever leurs scolarités en dépit d’un vécu de stress important durant celles-ci, les conduisant parfois au burnout. Grâce à une approche exploratoire avec en premier une revue de littérature puis une enquête auprès de 30 participants à l’aide d’entretiens semi-directifs analysés de manière thématique, nous avons étudié ces phénomènes sous l’angle de la vulnérabilité et de la résilience. D’une part, les principaux résultats nous permettent de confirmer que la formation infirmière place l’individu dans une situation de vulnérabilité conjoncturelle. Les facteurs personnels de vulnérabilité soulignés sont entre autres : le processus de transformation identitaire opérant lors de la scolarité, les enjeux dus à un apprentissage durant la jeunesse (alterner formation et premier travail d’étudiant, apprendre à s’autogérer dans un premier appartement, s’éloigner pour la première fois du cocon familial, etc.) ou plus tard dans la vie adulte (revenir à un statut financier plus précaire, se faire encadrer par des plus âgés que soi, assumer son rôle de parent en plus de celui de ses travaux d’étudiants, etc.). Les principaux facteurs de vulnérabilité liés à l’environnement sont : la mesure difficile de l’écart entre l’idéal et la réalité, le vécu émotionnel durant l’apprentissage en stage auprès des patients, des encadrants sur le terrain souvent en souffrance dans leur travail et dont la relation pédagogique avec l’apprenti est détériorée. Les symptômes qui en découlent vont d’un simple stress, à des angoisses, des insomnies, ou encore une perte d’espoir par exemple. Ces symptômes sont parfois l’expression d’un syndrome de stress post-traumatique ou d’un burnout. D’autre part, l’enquête a révélé que des processus résilients peuvent être observés pendant les études. D’un point de vue des facteurs de protection, l’apprentissage en lui-même et des pédagogues soutenants favorisent le processus de mentalisation. Des mécanismes de défense sont également activés durant la formation comme l’altruisme lors de la relation d’aide ou l’affiliation au cours des nombreux temps de partage entre pairs. Des tuteurs potentiels de résilience à la disposition des étudiants ont été identifiés : les apprenants entre eux, les formateurs, les directeurs, les cadres de santé/maître de stage, les infirmiers, les aides-soignants et des psychologues. Nous avons identifié leurs caractéristiques comme la bienveillance dont ils font preuve, le rôle de garant de la loi, de l’éthique et de la déontologie… Enfin, nous avons analysé les nouveaux éléments apportés par cette recherche et nous les avons éclairés par des investigations complémentaires dans la littérature. Nous avons notamment comparé les publications internationales sur les risques de burnout des étudiants en soins infirmiers. Nous avons approfondi la principale caractéristique de leurs tuteurs de résilience qui est ressortie de notre enquête : la compassion. Enfin, nous avons envisagé le suivi pédagogique et l’analyse de pratique professionnelle comme deux séquences d’apprentissage permettant d’accompagner la résilienceThe vast majority of French nursing students succeed in their studies despite having experienced stress factors, that can often be associated or, indeed, lead to burnout. We conducted a literature review followed by a semi-structured interview of 30 nursing students. The aim was to explore the concepts of vulnerability and resilience and how nursing students use these to succeed in their studies. Our main results confirm that nursing training places students in a situation of temporary vulnerability. Personal factors of vulnerability identified were: the stakes due to learning during the youth or later in adult life and the process of identity. The main factors of vulnerability relating to the environment were; the difficulty in measuring the gap between the ideal and reality, the emotional experience with the patient during their placement and establishment of difficult relationships with supervisors, who are often suffering in their work. The main consequences observed were stress, anxiety, insomnia, or loss of hope. These symptoms are sometimes the expression of post-traumatic stress disorder or of a professional burnout.On the other hand, the survey revealed that resilient processes can be observed during the studies. The main protective factors identified in the study that gave the students resilience were ; learning in oneself and supportive teachers, which allows the mentalization process. Defense mechanisms are also activated during training. Altruism in the supportive relationship both with mentors and the camaradery formed with fellow students were particularly evident amongst the interview responses. Potential sources of resilience identified were: student groups, trainers, directors, health managers / supervisors, nurses, nursing aides and psychologists. In summary, we have analyzed the new elements that this research has shown and compared to previous studies that have been conducted about the risk of among nursing students. We identified the main characteristic of their resilience tutors that emerged from our investigation: compassion. Finally, we considered the pedagogical follow-up and the analysis of professional practice as the two sequences of learning to promote resilience
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Steyn, Margaretha Helena. „The impact of psychological skills and mindfulness training on the psychological well-beingof undergraduate music students“. Diss., 2013. http://hdl.handle.net/2263/33367.
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Extensive research on the psychological benefits of psychological skills training in sport has
been conducted in Sport Psychology, with unambiguous positive results. However,
psychological skills training has not yet been fully applied in the Psychology of Music.
Mindfulness training, and specifically the mindfulness, acceptance and commitment (MAC)
approach, has been applied in sport, but thus far no MAC intervention on musicians has been
published. The combination of Psychological Skills Training (PST) and mindfulness (the MAC
approach) training is more rare and has not yet been used in music studies. The configuration of
mindfulness (MAC) and PST has been applied in a sport setting, but has never been tested in a
proper intervention programme for music students. This study fills this gap.
The primary aim of this research was to implement and evaluate the effect of PST, in
combination with mindfulness, on undergraduate music students. The second aim was to
determine whether the intervention programme had an impact on the students’ psychological
well-being and the management of music performance anxiety. The third aim was to evaluate
whether the students’ psychological skills and mindfulness have improved. The fourth aim was
to determine whether the combination of PST and mindfulness training was successful. The fifth
aim was to evaluate whether the cross-over from Sport Psychology to the Psychology of Music
in terms of the knowledge base, intervention PST protocols and psychometric measuring
instruments was meaningful. The sixth aim was to determine whether the correlations between
the psychological constructs (subscales) of the pre-intervention test measurements on all the
respondents were meaningful. A convenience sample of 36 undergraduate music students from the Department of Music at the
University of Pretoria was selected. The students were asked to participate voluntarily. The
experimental group consisted of 21 students, and the remaining 15 students formed the control
group. A quasi-experimental design was implemented in this research to address problems that might
occur because of the voluntary selection method employed. Voluntary participation was adopted
to ensure that the participants were fully engaged in and committed to this study. The aspects of
motivation and commitment were essential prerequisites for this research to be successful,
because full commitment and maximum attendance of the intervention sessions were crucial to
be able to determine the impact of this intervention programme.
The results indicated a significant improvement in positive relationships with others within the
experimental group, as measured by Ryff’s Psychological Well-being Scale. Pre- and postintervention
test results within the experimental group indicated a statistically significant
improvement in all three subscales of the Competitive State Anxiety Inventory-2 (cognitive state
anxiety, somatic state anxiety and self-confidence). A statistically significant improvement on
five of the seven subscales of Bull’s Mental Skills Questionnaire (self-confidence, anxiety and
worry management, concentration ability, relaxation ability and levels of motivation) were
reported, and on the Five Facet Mindfulness Questionnaire, the subscales of “describe” items
and “non-judge” items improved significantly from the pre-intervention test to the postintervention
test in the experimental group. Interestingly, the growth mindset within the
experimental group also increased significantly, while the fixed mindset decreased significantly.
This significant positive increase in the scores of the experimental group might be an indication
that the intervention programme had a moderately significant impact on important psychological
dimensions of the participating undergraduate music students.Dissertation (MA)--University of Pretoria, 2013.
gm2014
Psychology
unrestricted
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Jones, Kristen N. „Psychological adjustment of sexual minority youth from rural and non-rural areas“. 2011. http://liblink.bsu.edu/uhtbin/catkey/1660860.
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Bronfenbrenner (2001) proposes that individual development is based on reciprocal interactions between personal variables, social interactions and the environment. If exposed to a non-accepting environment, individuals are assumed to have poorer adjustment as compared to those in accepting environments. Once exposed to a more accepting environment, psychosocial adjustment is expected to increase. D’Augelli (1994b) also sees sexual identity development as influenced by interpersonal interactions occurring in one’s environment. Sexual minority adolescents have high rates of depression, suicidality and victimization, and lower levels of self-esteem and social support. Methodological issues, including recruitment and inclusion of only those who are “out”, have potentially inflated previous results regarding psychosocial maladjustment. Therefore, the current study was designed to address those methodological flaws. A sample consisting of 286 sexual minority college students completed the following measures: demographics questionnaire, Center for Epidemiological Studies Depression Scale, Suicidal Behavior Questionnaire-Revised, Rosenberg Self-esteem Scale, The Multidimensional Scale of Perceived Social Support, and victimization questionnaires. It was hypothesized that when controlling for social support, rural participants would report higher rates of psychological maladjustment (depression, suicidality, self-esteem) and victimization (in person and electronic), as compared to non-rural participants; males would have higher rates of suicidality and victimization as compared to females, whereas females were expected to have higher levels of depression and lower self-esteem as compared to males; and sexual minorities spending more time in an accepting macrosystem (greater than two years in college) were expected to have lower levels of psychological maladjustment and victimization than those spending less time in an accepting macrosystem (less than two years in college). It was also hypothesized that participants would report higher rates of victimization prior to college, as compared to when in college. Results showed that psychological maladjustment did not differ based on gender, environment or time spent in college. However, rates of psychological maladjustment were found to be lower than previous studies reported. This may indicate that previous research is skewed due to using a non representative sample. Rates of victimization were higher for participants prior to entering college, as compared to when in college, and were higher for men than women. No differences were found between rates of victimization between environments, however. These results may indicate different things. It is plausible that persons in rural environments are more accepting of sexual minorities than has been noted in the past. This may be due to the increased exposure of sexual minority issues in the media and the internet. However, rates of perceived social support were high for the current sample, and essentially the same between those from rural and non-rural areas. Such results may confirm Bronfenbrenner’s assertion that microsystemic processes combat psychological maladjustment.Department of Counseling Psychology and Guidance Services
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Stoykova, Petya Stancheva. „Developing psychological capital: test of a training intervention with bulgarian students and professionals“. Master's thesis, 2013. http://hdl.handle.net/10071/6904.
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Classificação: M54, O15O projeto apresentado consiste numa investigação empírica respeitante ao desenvolvimento do Capital Psicológico (PsyCap) via influência sobre as suas dimensões – esperança, auto-eficiência, resiliência e otimismo, sustentado por uma integração teórica de literatura nas áreas da Psicologia Positiva, Comportamento Organizacional e Gestão de Recursos Humanos. Para efeitos da presente investigação, foi conduzido um exercício de curto-prazo em dois grupos amostrais oriundos da Bulgária: um constituído por estudantes e outros por trabalhadores. Este serviu como método de reflexão sobre os quatro componentes do PsyCap. O objetivo deste trabalho é fornecer resposta às questões “Em que medida poderão as quatro dimensões do PsyCap ser incrementados numa amostra aleatória de estudantes e pessoal trabalhador (profissionais)?” e “Será este incremento perdurável (por ex.: um mês) após a condução do estudo?” Como resultado da análise e dos estudo efetuados, foi possível inferir importantes percepções e conclusões que, futuramente, poderão sustentar pesquisas mais aprofundadas nas áreas relacionadas.
The following thesis project consists of an empirical investigation regarding the Psychological Capital (PsyCap) and its development through influence over its dimensions - hope, self-efficacy, resilience and optimism, supported by a theoretical integration of literature in the areas of Positive Psychology, Organizational Behavior, and Human Resources Management. For the purposes of the project, a short-term intervention over a sample of students and employed people (professionals) from Bulgaria served as a method for reflecting over the four resources of PsyCap. The objective of this paper is to provide answers to the questions “To what extent the four dimensions of PsyCap (previously mentioned) could be increased in a random sample of students and employed people (professionals)?” and “Would this enhancement last in time (i.e., one month) after the training intervention?”. As a result of the analysis of the executed intervention, some valuable findings and insights were drawn, the use of which can contribute to further researches in related areas.
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Jackson, Matthew S. „Beliefs about psychological services held by the Reserve Officers' Training Corps population“. 2011. http://liblink.bsu.edu/uhtbin/catkey/1656588.
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Past research has shown that members of the military have less favorable beliefs regarding mental health services. To date, no known research has been conducted examining the beliefs about psychological services of students enrolled in ROTC. 136 undergraduate students participated in a study in which the beliefs about psychological services of students in a ROTC program were compared with students in the general college population. Participants completed the Beliefs About Psychological Services (BAPS) scale online. This scale consisted of three subscales that were analyzed independently; Expertness, Stigma Tolerance, and Intent. Results showed that the main effect of ROTC participation on all three subscales of BAPS was significant at the p ≤ 0.005 level. These results suggested that students enrolled in ROTC may have less favorable beliefs about psychological services than students in the general college population. Limitations of the study were discussed and directions for future research include: replication of the findings of this study, the use of a larger and more diverse sample, and the development of methods to improve ROTC students beliefs about psychological services in order to increase the chances of these individuals seeking necessary mental health treatment.Department of Counseling Psychology and Guidance Services
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Spaziani, Marc D. „Effectiveness of classroom vs. web-based Lifetime fitness for health lab instruction on college students' behavioral and psychological physical activity orientation“. 2004. http://www.oregonpdf.org.
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Thesis (M.S.)--Oregon State University, 2003.Includes bibliographical references (leaves 39-43). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Coyne, Ann E. „Disruptive behavior of students with psychological problems: An evaluation of response protocols and training activities of Massachusetts state colleges“. 2001. https://scholarworks.umass.edu/dissertations/AAI3012123.
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This study examined and evaluated protocols and training activities for responding to the disruptive behavior of students with psychological problems at institutions in the Massachusetts State College System during the 1997–1998 and 1998–1999 academic years. A review and analysis of the literature and case law provided a basis for evaluating response protocols and training activities. Interviews with policy makers provided a framework for studying the processes used to develop, implement, and evaluate response protocols and training activities. Research questions focused on the number and types of incidents related to the disruptive behavior of students with psychological problems, the types and effectiveness of protocols and training activities, and whether or not the elements of federal law, state statutes, and relevant case law were incorporated in protocols and training activities. This study revealed that the Massachusetts State College System utilized protocols and training activities to respond to the disruptive behavior of students with psychological problems. The types and breadth of protocols and training activities varied by campus and included emergency medical care, hospitalizations, students' return to the residence halls, mandated evaluations, withdrawals, and the use of the student discipline system. This study further revealed that the state colleges reported that the elements of federal and state laws, as well as court opinions, were included in response protocols and training activities. This study found that training activities were offered in varying degrees at the state colleges that participated in the study. Significant training was offered to student resident assistants, but faculty and staff did not participate in training programs to the same extent as students. This study found that communication among individuals involved in developing, approving, implementing, and evaluating protocols was key to successful interventions. From the study, the researcher recommended three topics for further study. They included a study of best practice collaborations between hospitals and colleges, a study of the emerging pattern of high school violence and school responses and training activities, and a study of legal issues surrounding the disruptive behavior of students with psychological problems.
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Spaziana, Marc D. „Effectiveness of classroom vs. web-based lifetime fitness for health lab instruction on college students' behavioral and psychological physical activity orientation“. Thesis, 2003. http://hdl.handle.net/1957/30135.
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Offering courses that promote, encourage, and support physical activity
among college students has been an aim of physical education departments for the
past century (Sargeant, 1900). Even so, this population has been identified in
Healthy People 2010 as a target population segment in need of physical activity
intervention. Historically, such coursework has almost exclusively been activity and
skill-based, which made it particularly appealing to students who were already
active while those who were not physically active generally avoided such courses
(Scantling, Strand, Lackey, & McAleese, 1995).
Over time, alternative courses and course formats began to evolve,
including conceptually-based Lifetime Fitness for Health (LFH) courses (Corbin,
1969). Such courses were designed to promote wellness-related behaviors among
college students, including physical activity participation. These courses have
increased in popularity over the past 30 years (Hensley, 2001) and are now
included by some colleges and universities as part of the students' graduation
requirements (Cardinal, Jacques, & Levi, 2002).
Some colleges and universities have also begun offering on-line versions of
their LFH courses (Conlee, 2000), but little research has been done on the
effectiveness of these courses and the influences delivery format (i.e. face-to-face
vs. web-based) may have.
The purpose of this study was to determine the relative effectiveness of a
theoretically-based, LFH course on college students' behavioral and psychological
physical activity orientation. The independent variables were course format (i.e.,
face-to-face vs. web-based vs. control) and time (i.e., baseline and post-intervention).
The study was conducted over 10 weeks, using intact groups.
The dependent variables were exercise behavior, and self-efficacy,
decisional balance, and the behavioral and cognitive processes of change (all from
the Transtheoretical Model). Of the initial 151 people enrolled in the study, 109
(72.2%) returned post-intervention questionnaires and were therefore retained in
the study. Retention rates did not differ across groups (p>.30). The majority of
participants were female (60.3%), Caucasian (81.5%), and held either freshman or
sophomore class standing (80.1%). Participants were, on average, 21.3 (SD = 5.7)
years old, with a Body Mass Index (BMI) of 24.3 (SD=5.4). The majority of
participants were in the preparation stage of change (45.7%), followed by
maintenance (35.1%), action (12.6%), contemplation (5.3%), and precontemplation
(1.3%).
Exercise behavior improved significantly over time (p<.0 1); however, the
main effect for groups (p=.06), and the group by time interaction were not
significant (p=.31). Significant main effects were observed between groups (p<.01), and over time (p<.01) for the vector of means comprised of self-efficacy,
decisional balance, and the cognitive and behavioral processes of change. The
group by time interaction for the vector of means was not significant (p=.17).
Follow-up F-tests revealed the group differences were due to differences in
the cognitive (p<.05) and behavioral (p<.05) processes of change, with no
differences observed for either self-efficacy (p=.35) or decisional balance (p=96). Time effects were observed for self-efficacy (p<.05), and the cognitive (p<.001) and behavioral (p<.01)processes of change, with no difference observed on
decisional balance (p=.39). While not entirely supportive, the results due suggest
some promising strategies for enhancing the efficacy of LFH courses, regardless of
delivery format.Graduation date: 2004
30
Mnkandla, Annah. „Why Zimbabwean state certified nurses converting to registered general nurses score higher on medical-related assessments than nursing assessments in clinical areas“. Diss., 1999. http://hdl.handle.net/10500/17469.
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The purpose of study is to investigate why state certified nurses on a conversion programme to
become registered general nurses score higher marks on medical - related than on nursing
assessments during their fourth practical assessments.
The universal sample is made up of state certified nurses on a one year conversion programme. A
purposive sample consisting of 20 student nurses, 10 nurse- assessors and 5 doctor assessors was
recruited into the exploratory quantitative study which was done at Kwekwe Hospital.
A questionnaire for each of the three sample groups was used to collect data to meet the study's
objectives.
Data analysis yielded the main finding that students scored higher marks on nursing - related
areas than on medical- related practical assessments contrary to the study's assumption.
The implication is that the student nurses were able to acquire nursing care focused skills and
knowledge in spite of their former medical care biased training and nursing experience.Health Studies
M.A. (Nursing Science)
31
Esterhuizen, Johanna Margrate. „'n Ondersteuningstelsel vir studentverpleegkundiges : 'n verpleegdidaktiese perspektief“. Thesis, 2014. http://hdl.handle.net/10210/9832.
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M.Cur. (Nursing Education)Within the formal teaching context of a nursing college it is essential that accountable basic professional preparation be offered to provide a comprehensive and fruitful feeding ground for the adolescent student nurse's development into an independent, professional practitioner with specific personal attributes. In her quest for knowledge and development the young, inexperienced nurse has a need for support. Meaningful support implies a concerted effort and involvement with the student on the part of the support givers. At a nursing college, from within a nursing didactic perspective, the support givers should focus on the nursing student as a unique individual in her totality. Opportunities should therefore be available and accessible, so that the student nurse can achieve professional growth and personal self-realization. Furthermore she should be able to assert herself in both these roles. It is therefore essential to achieve a balance between the demands of nurse training and a full and rich personal life. It is the untiring support received by the student nurse that enables her to develop a sound attitude to life and the human nature. This boosts her morale and promotes the development of skills in interpersonal relationships. Research was conducted at a Transvaal nursing college with nine affiliated hospitals. The purpose of the study was to assess the need of student nurses for support from within a nursing didactic perspective and to establish certain guidelines for the implementation of a support system at a nursing college. With the aid of a questionnaire, a descriptive and searching survey was undertaken amongst first and third-year student nurses. A data analysis revealed that student nurses do experience a need for a support system. The planning, organisation and implementation of such a system at a nursing college should however be co-ordinated in a team context by all support givers. Clear guidelines with specific goals have been formulated for the implementation of such a support system.
32
Ndlovu, Velly. „The relationship between hardiness and career adaptability of students studying at Technical and Vocational Education and Training (TVET) Colleges in Gauteng“. Diss., 2017. http://hdl.handle.net/10500/23110.
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The research focused on the relationship between hardiness and career adaptability of students studying at Technical and Vocational Education and Training (TVET) Colleges in Gauteng. A quantitative survey was conducted on a convenience sample of (N = 198) of African (92.9%), female (57.6%), single (96.0%), aged 21 years and younger (93.9%) students enrolled at Gauteng TVET colleges for N1 – N6 Engineering Studies (32.8%). A correlational analysis indicated differences between the variables of hardiness and career adaptability and the study reveals that overall hardiness was significantly related to overall career adaptability. A stepwise regression analysis indicated that gender and the hardiness attributes (commitment, control and challenge) predicted career adaptability. The test for significant mean differences indicated that age, gender and field of study differ significantly between the variables of hardiness and career adaptability. Limitations for the study are outlined. Furthermore, recommendations are suggested for use by human resource regarding career development practices for TVET college students. The study concludes with an evaluation of its contribution.Human Resource Management
M. Com. (Human Resource Management)
33
Janse, van Rensburg Elsie Sophia. „A model to facilitate the mental health of student nurses working with mentally challenged individuals“. Thesis, 2014. http://hdl.handle.net/10210/9781.
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D.Cur. (Psychiatric Nursing Science)The researcher was involved in the clinical accompaniment of student nurses working with mentally challenged individuals during their psychiatric nursing practical training. In her role as advanced psychiatric nurse educator, she noticed that student nurses experienced working with mentally challenged individuals as a challenging working context. It created intense emotional discomfort for the student nurses, especially during their initial exposure to the relevant individuals. During the student nurses' last day of working with these individuals, they reflected with the advanced psychiatric nurse educator on their emotional growth and enrichment and how this experience had changed their views of life. Ineffective management of emotional discomfort may lead to emotional exhaustion or burnout and reflect negatively on a person's mental health. The main purpose of this research was to explore and describe the experiences of student nurses working with mentally challenged individuals. Subsequently, to develop, describe and write guidelines to operationalise and evaluate a model for the advanced psychiatric nurse educator to facilitate the mental health of student nurses working with mentally challenged individuals. A qualitative, explorative, descriptive, contextual and theory-generating research design was utilised to achieve the abovementioned purpose. The development of the model comprised four steps. Step one consisted of a concept analysis including identification and definition of central concepts in the model. A concept analysis was done by exploring and describing the experiences of student nurses working with mentally challenged individuals. Two focus groups, naive sketches, reflective journals, a reflective letter and field notes were used to explore their experiences. Focus groups were audiotaped as well as videotaped. Verbal consent was given by the student nurses to be videotaped and a letter of consent was signed to give permission for audiotaping of the focus groups. The audio tapes were transcribed verbatim. The video tapes were only used by the transcriber when she could not hear the sound on the audio tapes clearly. An independent coder utilised Tesch's method of open-coding to code and analyse the data. A consensus was reached between the researcher and the independent coder with regard to the themes and catogories represented by the data. During the concept analysis, engagement on a deeper emotional level was identified as the central concept. Step two consisted of the relationship statements of the model. During step three, a model for the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals was described. The structure of the model clarified the purpose, assumptions and context. The central concepts were defined and the relationship statements between the central and essential concepts were explained. The structure of the model focused on the relationship-, workingand termination phases within the process of engagement on a deeper emotional level. In step four guidelines were described to operationalise the model in practice. The model, as framework of reference for the advanced psychiatric nurse educator, focused on the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals. The process description of the model differentiated between three phases: the relationship phase, the working phase and the termination phase. Guidelines for the operasionalisation of the model focused on the objective of each phase as well as the strategy of actions for each different phase.
34
Setati, Chokoe Mable. „The perceptions of professional nurses on student mentorship in clinical areas : a study in Polokwane municipality hospitals, Limpopo Province“. Diss., 2013. http://hdl.handle.net/10500/10500.
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The purpose of the study was to explore the perceptions of professional nurses on student mentorship. A qualitative, explorative, hermeneutic phenomenological research was conducted to determine the meaning of mentoring as perceived by professional nurses and to identify the successes and challenges encountered by professional nurses with regard to student mentorship during clinical practice. A face-to-face semi-structured interviews were done to collect data from operational managers (n=16) who were managing all unit activities, student mentoring included. Each interview lasted for ± 45 minutes. A hermeneutic data analysis (hermeneutic circle) was followed for data analysis. Four (4) themes and 15 sub-themes emerged from data collected from operational managers. The findings revealed that mentoring was perceived as a valuable phenomenon to apply in the preparation of student nurses for future professional role. In the process of mentoring, the caring attitude is revealed. Factors found to drive mentoring process successful was amongst other commitment, interest and partnership which guarantee the mutual efforts to the process. Though it is beneficial to mentor, mentee and the organisation as according to findings, challenges were also seen impacting on this process limiting its intentionsHealth Studies
M.A. (Health Studies)
35
„Physical self-concept, achievement goal, classroom climate and sport participating motivation in secondary school physical education class“. 1997. http://library.cuhk.edu.hk/record=b5889107.
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by Wai-Kei Yeung.Questionnarie in Chinese.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1997.
Includes bibliographical references (leaves 117-124).
Acknowledgments
Abstract
List of Tables
List of Figures
Chapter I --- INTRODUCTION
Background of Study --- p.1
Purpose of Study --- p.8
Chapter II --- LITERATURE REVIEW --- p.10
Physical Self-Concept --- p.11
Models and Measurement of Physical Self-Concept --- p.14
Physical Self-Concept and its Relation to External Criteria --- p.20
Goal Orientations in Sport and Physical Education --- p.26
Achievement Goals --- p.27
Achievement Goals and Outcomes --- p.29
Motivational Climate in Physical Education --- p.34
Motivational Orientations in sport participation --- p.39
Summary --- p.44
Chapter III --- RESEARCH METHODOLOGY --- p.46
Definition of Variables and Instrumentation --- p.47
Physical Self-Concept --- p.47
Achievement Goal and Classroom Climate --- p.49
Sport Participating Motivation in Secondary Physical Education Class --- p.51
Conceptual Framework --- p.53
Research Hypotheses --- p.60
Subjects --- p.62
Procedure --- p.63
Statistical Analyses --- p.64
Chapter IV --- RESULTS --- p.68
Chapter V --- DISCUSSION AND CONCLUSION --- p.100
Limitations and Suggestions --- p.112
Conclusion --- p.113
REFERENCES --- p.117
APPENDICES
Chapter A. --- Physical Self Description Questionnaire --- p.125
Chapter B. --- Goal Orientations Inventory --- p.128
Chapter C. --- Sport Participating Motivation Inventory --- p.129
36
Botha, Petro. „A life coaching programme for the support of social work students within an open and distance learning context“. Thesis, 2014. http://hdl.handle.net/10500/13675.
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Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of?
To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility.
The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process.
An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students.Social Work
D. Phil. (Social Work)
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Lotz, Jan Willem. „Invloed van stres op die akademiese prestasie van die volwassene-leerder : 'n orto-andragogiese studie“. Thesis, 1995. http://hdl.handle.net/10500/17237.
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Summaries in Afrikaans and EnglishText in Afrikaans
Stress is a complex and multi-dimensional phenomenon of which topical significance is given at present. The aim of this study was to focus on the influence of stress on academic performance of the young student. First, a comprehensive study of the literature was undertaken in order to arrive at an understanding of the foregoing. An overview of the nature, etiology and manifestation of stress, as well as how it is coped with, is offered. Special attention was devoted to factors that cause the young student to experience distress. In addition the way in which the personal actualisation of the young student occurs, was researched. From the research it appeared that owing to, among other things, the experiencing of distress and inadequate personal actualisation, some young students are in a situation involving need, which requires urgent and essential ortho-andragogic guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the context of tertiary training was addressed. Lastly, an empirical investigation of the correlation between distress and particularised academically oriented issues was launched. Based on the findings and conclusions arrived at during the course of the study and investigations, recommendations have been made for future research.
Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot distresbelewing by die jeugdige student gee. Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in 'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere opleidingsverband gewerp. In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek gekom is, ls aanbevelings vir toekomstige navorsing gedoen.
Teacher Education
D. Ed. (Orthopedagogics)
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Hollingshead, Nicole A. „An investigation of medical trainees' self-insight into their chronic pain management decisions“. Thesis, 2014. http://hdl.handle.net/1805/4842.
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Indiana University-Purdue University Indianapolis (IUPUI)While the majority of chronic pain patients report receiving inadequate care, there is evidence that female and Black patients receive less analgesic medications and treatment for their chronic pain compared to male and White patients, respectively. While treatment disparities have been evidenced in the literature, there is little understanding of provider-factors, such as their decision-making awareness and attitudes, which may contribute to the differences in treatment. This investigation employed quantitative and qualitative procedures to examine the relationship between patient demographics and chronic pain treatment variability, providers’ awareness of these non-medical influences on their decisions, and the extent to which providers’ gender and racial attitudes associate with their treatment decisions. Twenty healthcare trainees made pain treatment decisions (opioid, antidepressant, physical therapy, pain specialty referral) for 16 computer-simulated patients presenting with chronic low back pain; patient sex and race were manipulated across vignettes. Participants then selected among 9 factors, including patient demographics, to indicate which factors influenced their treatment decisions for the simulated patients and completed gender and racial attitude measures. After online study completion, follow-up semi-structured interviews were conducted to discuss the medical/non-medical factors that influence trainees’ clinical treatment decisions. Quantitative analysis indicated that 5%-25% of trainees were actually influenced (p<0.10) by patient sex and race in their treatments, and on the whole, trainees gave higher antidepressant ratings to White than Black patients (p<.05). Fifty-five percent demonstrated concordance, or awareness, between their actual and reported use of patient demographics. Follow-up McNemar’s test indicated trainees were generally aware of the influence of demographics on their decisions. Overall, gender and racial attitudes did not associate with trainees’ treatment decisions, except trainees’ complementary stereotypes about Black individuals were positively associated with their opioid decisions for White patients. During qualitative interviews, aware and unaware trainees discussed similar themes related to sex and racial/ethnic differences in pain presentation and tailoring treatments. We found that (1) a subset of trainees were influenced by patient sex and race when making chronic pain treatment decisions, (2) trainees were generally aware of the influence of patient demographics, and (3) trainees discussed differences in pain presentation based on patients’ sex and ethnic origin. These findings suggest trainees’ are influenced by patient demographics and hold stereotypes about patient populations, which may play a role in their decision-making.
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Stasko, Carly. „A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing“. Thesis, 2009. http://hdl.handle.net/1807/18109.
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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.