Dissertationen: „Students“

1

Cannon, John William. „The rise of democratic student movements in Thailand and Burma“. Thesis, [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13465442.

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2

De, Vos Catharina Elizabeth. „Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos“. Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.

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MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings.
Thesis (MA)--PU vir CHO, 1988

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3

Meredith, Sandra K. „Accessing Disabled Student Services| Students' perspectives“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527731.

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The purpose of the study was to explore the perceptions of university students with disabilities and the factors that contribute to or deter them from accessing Disabled Student Services. The sample was based on availability and convenience and consisted of 36 students. A self-administered survey was used.

The results indicated that students tended to seek services to access accommodations and to learn more about services that can help them succeed. They tended to delay seeking services in order to have a fresh start in college and due to their fear of stigma. Individuals with mental health disabilities were less likely than other students to report self-determination and support and more likely to experience stigma.

Social workers can play a vital role in assisting students with disabilities in identifying their specific barriers and in assisting them to access programs and services in a postsecondary education setting.

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4

Cha, Kyung-Wook. „Education loans : an analysis of demand by source /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036811.

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5

Omar, Ali A. (Ali Abdullah). „Problems of International Students as Perceived by International Students and Faculty in a Public University“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332104/.

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This study focuses on the problems of international students as perceived by both international students and faculty in a public university. The major purposes of the study are to determine if there are significant differences in perceptions of the problems of international students between international students and faculty members, between groups of international students, and between groups of faculty members. A modification of an international student problem inventory instrument was used to collect data from 371 international students and 316 faculty members. Thirteen hypotheses were tested using frequency and percentages, analysis of variance, multivariate analysis of variance, and univariate analysis of variance, as required according to the data collected and the hypothesis being tested.

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6

Gruman, Diana H. „Individual growth curve analysis of the effects of student mobility on measures of elementary school adjustment /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7715.

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7

Alvarsson, Sandra, Cheong Ha und Sabrina Thams. „Student’s Website Usage : -Today’s students, tomorrows consumer“. Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, EMM (Entreprenörskap, Marknadsföring, Management), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15020.

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Purpose The purpose of this thesis is, looking from a consumer’s perspective, to investigate the influences of students website selection Background Today’s students are a new generation of consumers. They have been brought up with digi-tal media and have different attitudes towards marketing than their parents. Most market management theories were created before the digital revolution. Students are tomorrow’s high income consumers. It is valuable for companies to understand how these consumers orientate themselves on the internet and how to best reach them. Method An exploratory/explanatory deductive study to map what websites students use, how the websites are found and why they are used was conducted. The empirical findings were col-lected through group interviews. Conclusion Students have a very habitual behavior on the internet. They use some of the internet’s largest brands. Each website offers a niche and specialized service, presented in a simple and interactive manner. Students choose one website for each specific service. As the in-ternet is large with a lot of information they have a cluster of chore websites visited on a regular basis. From that base, students use friends and search engines to navigate them-selves to the destinations of their choice. Advertisement offer more trust than enticement to actually visit the sites.

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Burant, Patricia A. „Students' perceptions of teachers' communication and it's effects on students' learning“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=951.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 108 p. Includes abstract. Includes bibliographical references (p. 84-95).

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9

Wang, Yiran. „Study on transformative learning of UK students in China and Chinese students in the UK“. Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31509.

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As international education continues to expand, countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This thesis analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are three important contributions that this thesis makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities. Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how and why learners are transformed through exposure to their new environment and, also, why sometimes they are not. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students' experience of transformative learning? To answer the above questions semi-structured interviews were used to investigate international students' academic and social experiences. Based on the insights provided by Mezirow, Taylor, and previous studies on international students, I argue that international students' intercultural experience is a complex process. Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students. Contributing factors include culture shock, educational conventions, the student's motivation, expectations, personality, gender and previous work experience. The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university.

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Alton, Kristian Leigh. „Exploring the Guilt-Proneness of Non-Traditional Students“. OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/885.

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Current political forces see education as a potential solution to the economic slide the United States is experiencing. This push toward higher education and resulting employment creates a conflict for women expected by society to serve as primary caregivers of children. Research suggests that working mothers experience feelings of guilt related to the conflict between parenting and employment roles that may come from failure to personify the intensive mothering ideology. Student parents potentially share this guilt but few studies exist that investigate this. The results of this study suggest that student parents do experience guilt and identify relationships between guilt, gender, and relationship status. The nature of these relationships is unclear at this time, highlighting the need for further research

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11

Kay, Joan-Marie. „Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school“. The University of Waikato, 2008. http://hdl.handle.net/10289/2800.

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This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3. Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed. The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement. The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor. The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

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Robinson, Thomas N. „A revision of the institutional integration model : a redefinition of "persistence" and the introduction of developmental variables /“. Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260640245.

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13

Morgan, Daniel J. „Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered“. Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.

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14

Zeng, Min. „The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.

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15

Jorns, Whitney. „Learning to work the student senate as a workplace /“. Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3065.

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Thesis (M.A.)--George Mason University, 2008.
Vita: p. 105. Thesis director: Amy L. Best. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Sociology. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 101-104). Also issued in print.

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Hertel, James B. „First-generation and second-generation college students : similarities, differences, and differential factors in their adjustment to college /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737878.

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17

Venville, Grady J. „Secondary students' understanding of the gene concept : an analysis of conceptual change from multiple perspectives“. Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1760.

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A journey into the past century of genetics history reveals transformations of the concept of the gene through notions of discrete units that obeyed Mendelian laws to the modem bewildering gene concept. We can no longer say that a gene is a sequence of DNA that continuously and uniquely codes for a particular protein - it is the phenotype that defines the gene, rather than the other way around. Research into learning in genetics has largely focussed on issues such as problem solving and the process of meiosis. The central concept of the gene, however, has had little attention. How do students learn about the concept of the gene during an introductory high school genetics course? Is it possible to justify an analogy between the historical development of the concept of the gene and student learning? Can student learning about the gene be described as conceptual change and what are the factors that might influence this process? These are the issues that are addressed in this thesis.The general purpose of this study was to investigate Year 10 students' learning about the concept of the gene. The theoretical framework is embedded in the personal and social paradigms of constructivism and a multidimensional interpretive framework for conceptual change was utilised, enabling the data to be interpreted from ontological, epistemological and social/affective perspectives.A total of eight classroom sites were used to collect data as a series of linked case studies. Data from three of these cases were used to investigate Year 10 student learning about the concept of the gene and one of the cases was used to make an in-depth examination of individual student learning and conceptual change. The larger series of eight cases was drawn upon to provide data to support assertions made about the factors influencing conceptual change. Methods of data collection included classroom observations, student interviews, teacher interviews, student work-sheets and classroom quizzes. Traditional notions of research rigour were side-stepped for different standards that better suit the paradigm of naturalistic or constructivist inquiry. Credibility, transferability, dependability and confirmability were enhanced by a thorough system of triangulation at the data source and collection level and at the data interpretation level for each of the research questions. Theory triangulation also was utilised through the multidimensional framework for conceptual change. In addition, methodology and case studies with a thick description that allow the readers to proceed on their own tracking and interpretation process are provided.The results of the research reported in this thesis are examined from several different perspectives. From an ontological perspective, Year 10 student learning about the concept of the gene is described by a proposed learning pathway that consists of four ontologically distinct models. The majority of the students in the classes, however, did not progress the entire length of the pathway, rather they completed their introductory genetics course with an "active particle gene" conception. This is the second model in the pathway. In other words, few students were found to have a modern conception of the gene.From an epistemological perspective of conceptual change, six students' post instruction conceptions of genes were classified as being intelligible, plausible or fruitful to the learner. For example, at the end of the genetics course, Alastair had an active particle gene" conception that he viewed as intelligible and plausible and Douglas had a "productive sequence of instructions gene" conception that was intelligible, plausible and fruitful. The student learning investigated in this study was described as conceptual change of the weaker kind that proceeded in an evolutionary manner because the new conceptions involved detailed explanations of the gene concept and were reconciled with old conceptions.A social/affective perspective revealed information about how the teaching approach and student interest in genetics influenced the process of conceptual change. Lack of student interest in submicroscopic explanatory phenomena and algorithmic approaches to problem solving were found to inhibit learning about the gene concept. The nature of the content was another perspective used to examine conceptual change. The process aspects of genetics content were said by teachers to be difficult to teach, and students found it difficult to link together ideas taught in genetics such as the double helix structure of DNA, the genetic code, protein synthesis and phenotypic expression. The different levels of representation in genetics content confused students; for example, Anna was unable to differentiate between submicroscopic DNA structure and symbolic representations of the genetic code such as the letters A, T, C and G.Implications from the study are that for students to construct a better understanding of the concept of the gene, teachers and curriculum writers should use the gene as a central organising concept in genetics courses and explicitly encourage students to build links with other genetics concepts. Improvements need to be made in the way that teachers teach genetics processes so that students are actively involved in thinking about the processes, especially by making the connections between the structure and function of genes. In addition, students need to be involved in learning strategies that will help to raise the status of sophisticated models of genes in their cognitive structures.Having the multidimensional framework for conceptual change as the interpretive framework and utilising different perspectives of conceptual change enabled triangulation of the theoretical interpretations of the data. This can be likened to creating a three dimensional picture of a learning situation rather than the equivalent of a linear, or two dimensional representation of a complex three dimensional phenomenon. A major implication for conceptual change research from this study is that the multidimensional framework has the potential to enable researchers and teachers to better understand the process of conceptual change in many fields. The thesis concludes with a discussion of the limitations of the study and future directions for research.

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Hacieminoglu, Esme. „Student And School Characteristics Related To Elementary Students“. Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612015/index.pdf.

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The purposes of this study were to explain the development and validation of a new instrument for assessing elementary students&rsquo
views of the Nature of Science (NOS) and to investigate student and school level factors that help to explain the difference in NOS views. The sample included 3,062 elementary students elementary schools located in Ç
ankaya. Different from these students, 782 elementary students were the sample for the first focus of this study. The Nature of Science Instrument, Learning Approach Questionnaire and Achievement Motivation Questionnaire were administered to the students. Hierarchical Linear Modeling (HLM) was selected as a modeling technique because of the nested structure of the data sets. This study provides an instrument for measuring elementary student views of the NOS regarding four dimensions. In this study, students had different views regarding each dimensions, therefore, many variables have been shown to relate to different dimensions of NOS. This study has established the importance of student socio-economic background with varying learning approaches, self-efficacy, and motivational goals in forming their NOS views. Findings revealed that quality of the physical infrastructure of schools and quality of educational resources in school, parent educational levels, student achievement, self efficacy, experience with meaningful learning, and learning goal orientation are positively related to student NOS views in many different dimensions. Additionally, performance goal orientation and rote learning approaches have negative relationship with different dimensions of student NOS views.

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Hemmingsson, Helena. „Student-environment fit for students with physical disabilities /“. Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-276-0.

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20

Hashim, Che Noraini. „Economic literacy among Malaysian students and student teachers“. Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503361.

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21

Prendergast, Carrie Ann. „Nontraditional online students perceptions on student success conditions“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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Anderson, Stefanie. „The impact of student employment on student involvement /“. Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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23

Carpenter, James D. „Co-curricular involvement of West Virginia four-year state college students and the statistical relationship with post-graduate community and professional involvement, leadership, salary, and job satisfaction“. Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2270.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vii, 121 p. Vita. Includes abstract. Includes bibliographical references (p. 96-106).

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de, la Harpe Barbara I. „Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes“. Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1319.

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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.

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Marple, W. Dean Mungo Savario J. „Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /“. Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.

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26

Blume, Anita Marie. „The conceptual development of counselor-trainees /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7815.

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27

Guin, Autumn Hope. „Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?“ NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.

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Davis, Lori E. „Global community creating a living learning community for international and American students /“. [Muncie, Ind. : Ball State University], 2009. http://cardinalscholar.bsu.edu/685.

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29

Sundberg, Sharon Eloise. „The effect of a relationship-building activity on nursing student anxiety in the clinical setting“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27736.

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A pre-test post-test group design was used to determine whether student nurses who received a relationship-building intervention would rate their relationship with the instructor higher than those who received a placebo/ whether student nurses who received the intervention would have less state anxiety than those who received a placebo/ and whether there was a relationship between ratings of state anxiety and student-instructor relationships. The intervention was designed to occur over a three-day period. Data were collected from a homogenous sample of 30 control nursing students and 31 experimental nursing students. Effectiveness of the intervention was determined by measuring student anxiety levels using the State-Trait Anxiety Inventory (Spielberger/ Gorsuch/ & Lushene/ 1970) and by measuring the student-instructor relationship using the Relationship Questionnaire (adapted from Truax & Carkhuff/ 1967). Additional data were collected from a Stressful Event Questionnaire/ a demographic data form/ and a debriefing session with participating instructors. Analysis of data indicated a treatment main effect was statistically significant. Members of the experimental group rated the perceived relationship with the instructor higher than members of the control group. There was no significant difference between groups in their ratings of anxiety. There was a trend/ however/ for those in the experimental group to have lower state anxiety than those in the control group. Correlations between the student-instructor relationship scores and the anxiety scores were low but were in the anticipated negative direction.
Applied Science, Faculty of
Nursing, School of
Graduate

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30

Alston, Allyson. „Are community colleges going the distance? : an assessment of student support services for Texas community or technical colleges /“. View online, 2006. http://ecommons.txstate.edu/arp/103.

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31

Hedges, Pamela Mary. „Antecedents and outcomes of international student adjustment“. University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.

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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.

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32

Lee, Kit-lai Jemima. „Social class and career aspirations : a study of F.5 students in two schools in Hong Kong /“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778518.

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33

Fernander, Keith A. „Examining the Engagement of Transfer Students in Texas Universities“. Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115077/.

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The success of transfer students plays a critical role in improving the baccalaureate attainment rates of undergraduates attending 4-year higher education institutions in Texas; however, current indicators suggest transfer students have lower persistence and graduation rates relative to students who begin and complete their college education at one university (i.e., non-transfer students). Additionally, the research literature indicates a link between degree completion and engagement; however, transfer students are reported to be less engaged and less likely to persist than their counterparts. This quantitative study compared the engagement experiences of 2-year transfers, 4-year transfers, swirl transfer, and non-transfers by using National Survey of Student Engagement (NSSE) 2008 data to determine if there are any differences among these groups, and if these differences persist after controlling for individual and institutional covariates. the sample consisted of 2,000 seniors attending 4-year higher education institutions in Texas. the engagement scores of each group were compared using a multivariate analysis (MANOVA). This study found non-transfers were more engaged than each type of transfer student on Student-Faculty Interaction and Supportive Campus Environment factors; moreover, these differences generally persisted after controlling for residence, enrollment status, and institutional control (i.e., public vs. private).The data indicated no difference among the three transfer sub-groups for any of the engagement variables, which suggests their engagement experiences were similar. This research suggests that efforts to increase the participation and success rates of Texans, particularly those described as transfers, may be informed by how students perceive their engagement experiences; consequently, institutions may consider modifying and implementing policies that promote student participation in educationally purposeful activities leading to persistence and graduation.

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34

Cowley, Kimberly S. „Investigating West Virginia students' perceptions of the factors affecting their educataional aspirations“. [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=859.

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35

Gillette, Natasha Marilyn. „Faculty-Student Interaction and the Educational Outcomes of Native American College Students: A Comparison of First-Generation and Continuing-Generation College Students“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5520.

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Utilizing the College Student Experiences Questionnaire(CSEQ), a regression analysis was run to identify the ways in which 95 Native American college students attending an elite,religious, predominantly White institution (PWI)interact with faculty. These interactions were used to predict correlations with the educational outcomes of (1) aspirations for graduate school, (2) GPA and (3) overall gains from college. The findings were further disaggregated by first-generation and continuing-generation status. The findings suggest that none of the faculty-student interactions or demographic variables were significantly correlated with aspirations for graduate school. Gender, class standing and age were significantly correlated with GPA. A better relationship with faculty members positively correlated with five of the estimate of gains, suggesting that the better a students' relationships with faculty, the greater their overall gains from college. The current study found that first-generation students did not socialize with a faculty member outside of class as much as continuing-generation students. However, this study found that first-generation students reported better relationships with faculty than continuing generation-students and being more willing than continuing-generation students to work harder as a result of feedback from an instructor. The findings identify faculty-student interactions that can lead to success in higher education for Native American college students, as well as understanding how these interactions compare or differ for first-generation and continuing-generation Native American college students.

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36

Richards, James Desmond. „Worry Domains, Perceived Stress and Social Anxiety Among Tertiary-Level Students in New Zealand“. The University of Waikato, 2008. http://hdl.handle.net/10289/2466.

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Contemporary research into the health concerns of students is sparse, particularly in New Zealand. Overseas literature indicates that students in tertiary education institutions may be at increased risks for physical health problems, stress-related syndromes and emotional dysfunctions. Of particular concern are anxiety disorders as, in addition to their negative impact on quality of life, they are associated with impaired academic performance and poorer educational outcomes. Skilled, educated individuals are a social asset and it is therefore surprising that so little interest has been paid to the ways in which involvement with the tertiary education impacts on student welfare and anxiety levels. As a first step towards redressing the lack of health data for tertiary populations, this thesis investigates aspects of anxiety among students at a New Zealand university. The primary research aims were to establish an estimate of the levels of anxiety experienced by students and to outline the requirements of tertiary study that students perceive to be the most anxiety-inducing. To achieve the former, students (n = 1,082) were invited by e-mail to participate in an online psychometric survey; to explore the latter, discussion groups were arranged wherein students (n = 18) were asked to talk about their anxiety-related experiences. Anxiety has many forms and can be conceptualised in a number of different ways. In recognition of the diverse nature of tertiary study, it was decided that a broad framework would be needed to thoroughly investigate the ways in which it might manifest in tertiary student populations. Thus, a tripartite conceptualisation was constructed, viewing anxiety in cognitive, physiological and interpersonal terms. Specifically, the study assessed worry, stress and social anxiety among tertiary students and invited participants to comment on personal experiences in each of these areas. Comparing study data to norms for student populations in America revealed that New Zealand tertiary students report greater levels of worry, stress and social anxiety than their American counterparts. Within-group comparisons were made as a function of student gender, age, school of study, ethnicity and birth status. Significant differences on at least one survey measure were noted within each of these categories, with the exception of school of study. The possible implications of and explanations for these findings are discussed.

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Lee, Eunah Kim Bratton Sue. „Effects of three interventions with international college students referred for adjustment and language difficulties a preliminary study /“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3649.

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38

Schlesser, Carl E. „The correlation between extracurricular activities and grade point average of middle school students“. Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schlesserc.pdf.

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39

Foreman, Robin A. „Coping Strategies of Prelicensure Registered Nursing Students Experiencing Student-to-Student Incivility“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3182.

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Incivility is rude or discourteous behavior that demonstrates a lack of respect for others. Some nurses ignore the dictates of professionalism and exhibit a total disregard for colleagues and peers by purposefully targeting each other with uncivil behaviors. Incivility has invaded the nursing educational environment with deleterious results. Uncivil behaviors perpetrated by nursing students against other nursing students cause psychological and physiological distress for victims and witnesses. The purposes of this quantitative descriptive study were to identify the behaviors that constituted lateral student-to-student incivility, determine the frequency of experienced student-to-student incivility, and describe the coping strategies employed by prelicensure registered nursing students experiencing lateral student-to-student incivility. Prelicensure registered nursing students in associate degree, baccalaureate degree, and diploma programs were recruited online using nonprobability convenience sampling through the email member list of a national student nursing organization. Participants completed the Ways of Coping (Revised)* survey and the Incivility in Nursing Education Revised (INE-R) Survey anonymously online via email accounts. The response rate was 38%. Four behaviors are identified as highly uncivil by 83.1% to 86.1% of the 373 participants: (1) making threatening statements about weapons; (2) threats of physical harm against others; (3) property damage; and (4) making discriminating comments directed toward others. The most frequently occurring incivility behavior (n = 202; 54.2%) is the use of media devices for purposes unrelated to the current educational task. Planful problem-solving (PP) is the coping strategy employed by most participants (n = 88, 23.6%). Data was analyzed comparing participants’ nursing program levels, ages, genders, and ethnicities using descriptive statistics and Kruskal-Wallis analyses. There were no statistically significant differences across these variables.

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40

Tate, Dorcy Wesley. „Organizing a healthy student fellowship for African-American students“. Theological Research Exchange Network (TREN) Access this title online Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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41

Jacobs-Biden, Jill. „Student retention at the community college meeting students' needs /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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42

Ho, Kenneth, und 何健宇. „Student migration among mainland Chinese postgraduate students in HongKong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45825506.

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43

Biden, Jill. „Student retention at the community college : meeting students' needs /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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44

Larbi, Richard Kwame. „Student advisors' perceptions of social adjustment among international students /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.

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45

Cate, Jessica W. „Students to Computer Ratio, Socioeconomic Status, and Student Achievement“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3284.

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The purpose of this study was to determine if there was a relationship between the students to computer ratio and 6th grade student achievement in Math and Reading during the 2013-2014 and 2014-2015 school years as compared by socioeconomic status at each of 562 schools in Tennessee. The independent variables in the study were the ratio of students to computer (low/middle/high), the change in ratio of students to computer from 2013-2014 to 2014-2015, and socioeconomic status (low/non-low). The dependent variables in the study were 6th grade mean Reading scores for 2014-2015, 6th grade mean Reading gain scores from 2013-2014 to 2014-2015, 6th grade mean Math scores for 2014-2015, and 6th grade mean Math gain scores from 2013-2014 to 2014-2015. There was not a significant difference between the mean TCAP scores in Reading and Math and low, middle, or high technology schools. There was no correlation between the changes in ratios and TCAP Reading and Math scores. There was no significant difference between low, middle, and high technology schools as compared by their low or non-low SES. There was no significant difference in TCAP Reading or Math scores for low, middle, or high technology schools as compared by their low or non-low SES. There was no significant difference in the change in TCAP Reading and Math scores as compared by low, middle, or high technology and their low or non-low SES. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in low SES schools. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in non-low SES schools.

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46

Wells, Leslie Marie. „Associations Between Student-Teacher Relationships and Kindergarten Students' Outcomes“. Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5328.

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The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being and achievement throughout their school career. Current literature suggests that there are two major components of STRs associated with student's academic and behavioral outcomes: closeness and conflict. Research has indicated that STRs characterized by closeness are linked to positive academic and behavior outcomes for students while STRs characterized by conflict are associated with negative academic and behavior outcomes for students. Although research has demonstrated that closeness and conflict have an impact on student outcomes, research on the impact in kindergarten is limited. This study examined the associations between STRs characterized by closeness and conflict with reading, mathematics, and behavior outcomes in kindergarten students (n = 97), as well as the moderating effects of gender on these relationships. Results of the full hierarchical regression models indicated that prior reading and mathematics achievement were the strongest predictors of reading and mathematics outcomes. Closeness did not account for any of the variance in reading, mathematics, or externalizing behavior outcomes. Conflict on the other hand, was a small significant predictor for reading and mathematics outcomes, and a large significant predictor for externalizing behavior outcomes. Implications of these findings and suggestions for future research are discussed.

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Hahn, Richard Ari. „Student Persistence of Urban Minority Two-Year College Students“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6037.

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College student persistence has been the focus of much research for over 40 years, but there has been little progress in increasing the rate of student persistence. Many scholars have focused on specific student populations in particular institutional types. While the fastest growing institutional type has been the 2-year for-profit college serving primarily underserved communities, the experience of persistence among students of this population has not been studied. Accordingly, this study was conducted to explore, through a social cognitive lens, the persistence experiences of students from minority urban communities attending 2-year for-profit colleges. Interpretive phenomenological analysis was used to analyze the data from interviews with 4 students from various schools around the country. Four common themes were found: social support, independence, growth, and conflict. All the students cited family as relevant but also as a source of conflict. All the students also expressed the importance of faculty for academic success, engagement, and fun. Participants did not mention any engagement or concern around financial policies, and social integration outside the classroom was valued more than the in-classroom experience. The results of this study will be shared to enhance understanding of persistence in 2-year schools. Insights from this study can help administrators, advisors, and instructors design and implement programs to be more closely aligned with the needs of this important student population.

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Tatum, Nicholas T. „INSTRUCTOR-STUDENT RAPPORT AS A PSYCHOLOGICAL NEED FOR STUDENTS“. UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/86.

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There is a need to explore ways to better motivate students in instruction, as student motivation is an issue confronting teachers at all levels of education. Instructor-student rapport (ISR), a multidimensional concept comprised of students’ enjoyable interaction and personal connection with instructors, has potential to offer educators a tool for increasing these important student outcomes. Further, self-determination theory (SDT) may have utility for illustrating the psychological mechanisms through which instructors influence students by building rapport. First, this study explored what behaviors instructors should employ to build ISR with students. Specifically, prosocial humor (related and unrelated) and confirmation (responding to questions, demonstrating interest, ad teaching style) were investigated as instructor rapport-building behaviors. Results showed that instructors’ use of related humor, demonstration of interest, and teaching style were significant predictors of both dimensions of ISR; mixed results were found for both responding to questions and unrelated humor. Second, this study considered whether ISR was a significant predictor of student outcomes: intrinsic motivation, perceived cognitive learning, and academic performance. While enjoyable interaction was a significant, positive predictor of all three outcomes, personal connection was not a significant, positive predictor of any student outcomes. In fact, personal connection was a significant, negative predictor of perceived cognitive learning. Third, this study explored whether ISR served as a mediator between these rapport-building behaviors and student outcomes as posited by SDT. Enjoyable interaction was a significant mediator in a majority of the models. However, personal connection was not a positive mediator in any models and served as a negative mediator when predicting perceived cognitive learning. Theoretical implications for this study’s findings, along with practical tips for instructors hoping to build ISR with students, are forwarded. In addition, future directions and limitations are discussed.

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49

Brown-Wujick, Christina A. „Student Employment during Senior Year of Undergraduate Study“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7605.

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This study filled a gap in the higher education literature regarding whether a relationship exists between students’ employment location on or off campus, students’ identification as either native or transfer, and academic success as measured by self-reported grades for full-time seniors between the ages of 20-23 who enrolled in urban colleges and universities. The researcher used the National Survey of Student Engagement survey to collect data. It was administered to students during the 2013 or 2014 administrations at urban colleges and universities, with the purpose of representing the senior cohorts of students at their college or university during the years of administration. The researcher performed a secondary data analysis of the survey responses to the National Survey of Student Experiences of senior students who fit the sampling criterion, with the permission of Indiana University Center for Postsecondary Research. The results showed that, for both native and transfer senior student cohorts, as work hours off campus increased, there was a decrease in self-reported grades. In contrast, both native and transfer students who worked on campus enjoyed higher self-reported grades, and students who worked on campus performed better academically than even those students who did not work at all. Finally, the researcher noted no significant difference between the senior native and transfer student populations’ experiences with employment location and grades.

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Huang, John. „The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students“. Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.

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