Dissertations / Theses: 'Adult female students'

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Kilgore, Wendy Ann. "Female-nontraditional undergraduate students: An alternative persistence model." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279990.

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Female-nontraditional undergraduate students do not fit well within traditional student persistence models. This limits our ability to address persistence issues and likely contributes to the fact that non-traditional students are more than twice its likely to leave school in their first year. This research created a persistence model designed to more accurately reflect predictor variables associated with this population. It also measured the contribution to explained variance in a persistence model incorporating a new consistent-identity variable. This variable was built upon Gilligan's (1982) theory of moral development for women. Student retention theory, moral development theory and existing conceptual persistence models served as the foundation for this research. The results of this research indicate the strong impact of factors external to the institution on persistence for this sample of female-nontraditional undergraduates. A student's level of outside encouragement, head of household designation, and consistency of identity played important roles in persistence within this sample population. For this sample, a student's consistency of identity was strongly related to persistence. Women who presented a set way of interacting in interpersonal relationships were more likely to graduate than women who had no clear pattern in their interpersonal relationship interactions. An implication of the results is that institutions may need to examine possible methods of accommodating or counteracting factors external to the institution to increase student persistence among this population.

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Myers, Rachel K. "Prevalence of Stalking Victimization among Female and Male Undergraduate Students." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/120073.

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Public Health
M.S.
Objective: The primary objective of this study was to describe the prevalence of stalking victimization among a randomly selected sample of female and male undergraduate students. We examined the proportion of relationship violence victimization due to stalking and the co-occurrence between stalking and three additional forms of victimization (physical, sexual, and emotional violence). Design: Cross-sectional, self-administered, anonymous paper and pencil survey. Setting: Three urban colleges. Participants: 910 female and male undergraduate students attending randomly selected classes on the days of survey administration. Outcome Measures: Experience with stalking victimization and co-occurrence of physical, sexual, and emotional victimization since coming to college. Results: Over half the survey respondents were female (57.1%). Nearly one-third of students reported experiencing any victimization (physical, sexual, emotional, and/or stalking) since coming to college. Stalking was the most frequently reported form of victimization (16.0%). Of the students reporting any victimization since coming to college, 29.7% experienced only stalking victimization and would not have been identified had stalking victimization not been assessed. A majority of stalking victims (59.6%) reported no co-occurring forms of victimization. Among stalking victims who reported at least one additional form of victimization, 57.6% reported both stalking and emotional victimization, 49.2% reported both stalking and sexual victimization, and 27.1% reported both stalking and physical victimization. Although most stalking (41.1%) was perpetrated by individuals known to the victim, such as friends, the perpetrators identified were less frequently (13.7%) intimate or romantic partners. Women were more likely than men to report stalking victimization (22.1% vs. 7.9%, p<0.001). Conclusions: Stalking was the most frequently reported form of victimization experienced since coming to college. Stalking may represent a unique component of relationship violence, as nearly 60% of students who reported stalking reported no other co-occurring forms of victimization (physical, sexual, or emotional). Further, stalking victims primarily reported that the perpetrator was someone known to them, although not necessarily an intimate partner. Awareness of stalking among those providing care for and resources to adolescents and young adults is critical to improving the safety and well-being of those affected.
Temple University--Theses

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Garman, Kelly Jo. "Adult Female Students: A Discussion of the Factors Associated with Success in Higher Education." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391592209.

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Frodsham, Robin Tim. "Improving Math Performance in Adult Female Community College Students: An Evaluation of Project Independence." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1889.

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Project Independence (PI) is a community college immersion program dedicated to assisting women returning to college. The focus of this study and associated summative evaluation was to understand how the PI program addresses anxiety and other learning deficiencies associated with math. Knowle's andragogical models portray adults as motivated and self-directed, and the American college campus fosters a culture of independence. This culture is foreign to many minority, first-generation, and working class adults who learn through interdependence. This qualitative instrumental case study and evaluation is the first to examine the efficacy of PI. The guiding questions of this study concern early math learning experiences, PI interventions on study, coping and math-learning skills, and how participants utilize these skills in subsequent math classes. Three faculty members and 8 graduates of the program who had completed at least 2 math classes participated in individual interviews. Inductive analysis of these interviews showed the cohort and long term counseling as pivotal to developing a sense of belonging, self-esteem, and an attitude of self-worth. With cohort support, students learn to find campus resources, explore career options, and overcome personal obstacles to their education. Improved math learning for adult minority and first generation students has diverse implications for social change. Math education is requisite for many technical degrees and certificates. Enabling math learning expands options that transcend gender, cultural, and socioeconomic barriers. The cohort experience and culture of interdependence should be expanded to college preparation programs for men, as well as mainstream community college math preparation interventions.

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Chun, Holly CP. "Mobile Collaborative Learning for Female Baby Boomer Students in Canadian Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4611.

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Female baby boomer students (born 1946-1964) need to augment their skills in mobile collaborative learning because current knowledge of technologies is essential for making informed decisions. The purpose of this study was to determine the need to promote technologies based on the experiences of female baby boomer students. Andragogy and constructivism provided the conceptual framework for this research. The research questions were devised to investigate female boomer students' collaborative experiences using smart devices and barriers to their adoption of technology. This phenomenological study included 8 participants from a Canadian university recruited through purposeful sampling. Per the Modified Stevick-Colaizzi-Keen method, data were simultaneously collected via interviews, analyzed by coding, and organized into themes until saturation. Age was the main deterrent for technology adoption, and obstacles included embracing a new process, feeling that information was secure, and resolving technical difficulties. Results indicated that female baby boomer students were not ready to lead in the use of mobile collaborative learning and could not maintain rapid technological changes. Mature students may need training in cloud computing; a 1-semester blended course was proposed to enable these students to learn mobile technologies and collaborative skills. This study identifies the technology learning needs of baby boomer students, which will help those looking for ways to teach students in this age range. When leaders in their field of study know how to use current technologies, they will be more productive in their communities.

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Grimaldo, Mirian Pilar, Jossué David Correa, Diego Jara, Ingrid Belu Cirilo, and Marivel Teresa Aguirre. "Psychometric properties of the olson and barnes quality of life scale in lima students." Instituto de Investigacion de Drogodependencias, 2020. http://hdl.handle.net/10757/655592.

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Quality of life refers to the way in which the person perceives their daily experience, considering in this process the social and cultural component. This implies that to know the perception of the quality of life it is necessary to consider in its measurement the scope of physical, psychological, social, environmental and personal health. Along these lines, one of the instruments that is limited to this approach is the Barnes and Olson Quality of Life Scale (ECVOB). Objective. The purpose of the study was to determine the validity based on the internal structure and reliability of the ECVOB in schoolchildren and university students in Lima. Method. The study design is instrumental. The Spanish version of the ECVOB was used on a sample of 1239 students from Lima between males (57%) and females (43%) aged between 14 and 26 years (M age = 22.45; SD age = 3.75). The evidence of validity of the internal structure was evaluated through a confirmatory factor analysis. Results. The findings suggest a partial restructuring of the original seven-factor model proposed by Olson and Barnes. Conclusion. The new structure of the ECVOB is a valid and reliable measure in schoolchildren and university students in Lima.

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Magana, Nelson. "A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3686.

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Cubans arrive in the U.S. with more formal education than other Latino immigrants, and they arrive to communities with long standing networks of support. Though their baccalaureate degree attainment is better than their non-Cuban Latina counterparts, Cuban women still lag behind White, non-Latina women. The qualitative study aims to explore the principal influences and non-academic factors that 15 adult Cuban non-native English-speaking women in South Florida attribute to the successful attainment of their baccalaureate degree. There are many differences among the various immigrant Latino communities in the U.S., and Cuban women are largely absent from the research. Nearly 75% of Cuban women who start Miami Dade College with English as a second language course-work drop out within one year of matriculation. Understanding the principal influences and non-academic factors related to the baccalaureate attainment rate of this group may assist educators and administrators in providing the support these women need to enhance their degree completion. The literature says that the baccalaureate degree attainment of Latinos is influenced by age-at-the-time-of-immigration, country of origin, and gender, yet little research was found on the degree attainment specifically of female Cubans who entered the U.S. having already completed most of their education in Cuba. My dissertation explores the journey of 15 Cuban women who arrived in the U.S. as teens during the 1990s and had to learn English as a second language at an urban community college prior to completing a baccalaureate degree. The purpose of the research is to describe the principal influences and non-academic factors that these women attribute to their baccalaureate degree attainment.

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Gaber, Ahmed Riham Mohammed. "The effects of indoor temperature and CO2 levels as an indicator for ventilation rates on cognitive performance of adult female students in Saudi Arabia." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037938/.

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Educational buildings are complex spaces to design, as they need to perform well in all aspects of environmental conditions. Research has clearly established that problems with indoor environmental quality in classrooms, including, but not limited to, thermal and air quality, can directly influence students’ outcomes and learning. There is a growing body of evidence that improved environmental conditions in classrooms increases productivity and improves the performance of mental tasks, such as improved concentration and recall. It is of particular importance to investigate the effects in educational buildings relying on mechanical for ventilation and cooling in the hot desert climates like Saudi Arabia where great reliance on air conditioners occurs, especially after energy has become cheap and affordable. An experimental approach was adopted in this study via an intervention study in a selected female university building to investigate the effects of classrooms’ temperature and CO2 levels on a set of vigilance and memory tasks exemplifying the basic yet most critically important functions involved in the process of learning. The experiments were performed using a blind cross-over design with repeated-measures. Data analysis was performed using a multi-variable multilevel statistical analysis approach. The study is based on two classrooms’ physical environmental measurements data collected from 499 adult female participants. After considering the possible confounders of the study, the main findings highlight the potential benefits of effectively managing indoor temperature and CO2 levels in the air-conditioned university/college buildings in Saudi Arabia for improved educational environments in which students are expected to learn and produce. The research concludes that temperature affects the accuracy of tasks differently according to the type of task while performance in all tasks improved significantly when CO2 levels decreased from 1800 ppm to 600 ppm and also from the currently recommended levels by ASHRAE of 1000 ppm to 600 ppm.

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Vidal, E. Jair, Daily Alvarez, Dalia Martinez-Velarde, Lorena Vidal-Damas, Kelly A. Yuncar-Rojas, Alesia Julca-Malca, and Antonio Bernabe-Ortiz. "Perceived stress and high fat intake: A study in a sample of undergraduate students." Public Library of Science, 2018. http://hdl.handle.net/10757/623068.

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Objectives Different studies have reported the association between perceived stress and unhealthy diet choices. We aimed to determine whether there is a relationship between perceived stress and fat intake among undergraduate medical students. Methods/Principal findings A cross-sectional study was performed including first-year medical students. The outcome of interest was the self-report of fat intake assessed using the Block Screening Questionnaire for Fat Intake (high vs. low intake), whereas the exposure was perceived stress (low/ normal vs. high levels). The prevalence of high fat intake was estimated and the association of interest was determined using prevalence ratios (PR) and 95% confidence intervals (95% CI). Models were created utilizing Poisson regression with robust standard errors. Data from 523 students were analyzed, 52.0% female, mean age 19.0 (SD 1.7) years. The prevalence of high fat intake was 42.4% (CI: 38.2%–46.7%). In multivariate model and compared with those with lowest levels of stress, those in the middle (PR = 1.59; 95%CI: 1.20–2.12) and highest (PR = 1.92; 95%CI: 1.46–2.53) categories of perceived stress had greater prevalence of fat intake. Gender was an effect modifier of this association (p = 0.008). Conclusions Greater levels of perceived stress were associated with higher fat intake, and this association was stronger among males. More than 40% of students reported having high fat consumption. Our results suggest the need to implement strategies that promote decreased fat intake.

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Ryan, Kristan Lee. "'Alices' adventures in educationland' : a study of one institution's adult female vocational access students and their educational experiences in relation to capability formation and agency." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019988/.

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Johnston, Rita Audy. "Experiential Journey of Females Who Enter or Re-enter College Later in Life to Degree Completion." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587.

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Hogan, Pashia H. "A study of the perceptions of female displaced workers in a community college regarding their educational expectations and barriers to their achievement." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0620103-161214/unrestricted/HoganP070203a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0620103-161214. Includes bibliographical references. Also available via Internet at the UMI web site.

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Pao, Tammy Crews. "Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/4.

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The purpose of this dissertation was to examine whether nontraditional student age, female gender, and the possession of nontraditional student risk factors predict enrollment in distance education college courses. This dissertation used data from the most recent National Postsecondary Student Aid Study (NPSAS:12), which consisted of approximately 95,000 undergraduate students who were enrolled in higher education in 2011-2012. The results of a logistic regression analysis indicated that both nontraditional student age and female gender were strong predictors of enrollment in distance education, whereas the number of nontraditional student risk indicators was a partial predictor. As leaders in higher education are tasked with decreasing time to degree completion, it is hoped that the findings of this research will support distance education as one solution to this problem. Further exploration through the deconstruction of the nontraditional student risk index as defined by the National Center of Educational Statistics as well as examination of other factors such as ethnicity and GPA are needed to provide a more complete analysis of predictors of distance education enrollment as well as better data collection for distance education retention and success.

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Martinez, Esmeralda. "ATTITUDES AND PERSPECTIVES OF SOCIAL WORK STUDENTS ON BINGE EATING DISORDER TREATMENTS FOR ADULT FEMALES." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/544.

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The purpose of this project is to gather an understanding of binge eating disorder and effective treatment approaches used for the reduction of binge eating symptoms for adult females. The research focus of this study will be, what are the attitudes and perspectives of binge eating disorder treatments for adult females among students who are in a masters of social work field or study. This research project utilized a post-positivist paradigm where data was gathered qualitatively through the implementation of interviews with MSW students of diverse ethnic backgrounds (e.g. Hispanics, whites, and blacks, professional and personal experiences) from California State University of San Bernardino. The researcher utilized literature review to prepare for the study execution, and participants were provided with an inform consent and debriefing statement. The researcher prepared questions, and audio recorded, transcribe, and then analyzed the interviews. Master’s students’ first-hand knowledge and perspectives contributed to a better understanding of what needs to be known in order to effectively treat binge eating disorder. The results consisted of the following themes: knowledge; basic knowledge of eating disorders, limited knowledge or awareness about binge eating disorder among adult females, no knowledge in regards to effective treatments for adult females with binge eating disorder, need for knowledge or awareness, perceptions; negative perceptions of binge eating disorder and treatments for adult females, experiences; personal and school experiences, and treatments; cognitive behavior therapy for treatment.

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Senk, Jodi M. "The life stories of women warriors| An exploratory study of female student-veterans balancing the transition to college." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687601.

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Currently, there is an increase in veterans returning to colleges, yet little understanding exists of their unique circumstances. Limited resources, programs, and staff for veteran services, along with physical injuries, cognitive impairments, and emotional disturbances due to post-traumatic stress disorder (PTSD), traumatic brain injury (TBI), and military sexual trauma (MST) further complicate the transition to college. Further, female student-veterans have additional pressures, such as women's health issues and motherhood, creating additional exigencies which affect their return to college.

Few studies have specifically sought to understand female student-veterans transitioning to college. Obtaining insight on the experiences of female student-veterans, utilizing the life story framework (Giele, 2010; Weber, 2011) and Schlossberg's transition theory (1984), allows for the discovery of how one's life course impacts the transition to college.

Therefore, this exploratory study uses a qualitative, phenomenological approach. Using semi-structured interviews, this study sought to examine the experiences and challenges of female student-veterans, as well as their identities, relationships, motivation, adaptability, strategies employed, and the role of health to determine the impact on transition from the military to college.

17 women participated in the study. Findings indicated a need to be different than family expectations or education level, with many female student-veterans being first-generation college attendees. Relationships played an important role in supporting and mentoring female student-veterans. Having a strong drive to succeed, pursue career goals, and obtain a better life were the prevalent motivating factors for college education attainment. Female student-veterans demonstrated the ability to be adaptive to many demands and milieus, although transitioning to college presented many challenges. Anxieties were further escalated when the added responsibility of motherhood compounded demands, and created work-life-school balance issues.

In understanding that there are individual factors in the perceptions of work, life, and school demands, as well as strategies employed to cope with these obligations, a greater awareness and understanding can be realized. Further research in this area is necessary to develop a greater cognizance, discover additional issues, and ultimately inform and develop policies, programs, and services that can be implemented to meet the needs of female veterans transitioning from the military to college.

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Leighton-Herrmann, Ellyn. "A Mixed-Methods Examination of Racial Differences in Females' Perceptions and Experiences of Sexual Objectification." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3485.

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Sexual objectification has become a pervasive problem, negatively affecting the mental and physical health of many women. Understanding the influence of visual media, social-support networks and social interactions on young women's health is essential to addressing issues related to objectification. We do not have an in-depth understanding of how Black and White young adult women make meaning of objectification. Further, the existing literature suggests that experiences of objectification are likely different for Black and White women. The current research employed two studies, one qualitative and one quantitative, to address these particular gaps. Study 1 used focus groups to assess young Black and White women’s attitudes and experiences related to objectification. Four focus groups were conducted with university students, two with White women (N=11) and two with Black women (N=17). Results indicated that sexual objectification is a complex and unfortunate reality in the women’s daily lives; driven by the media, men and even other women. Participants’ immediate responses to objectifying experiences are multi-faceted and the potential consequences of long-term exposure can be detrimental to a woman’s well-being. Racial differences arose in relation to standards of beauty as well as examples of and reactions to objectifying experiences. Study 2 study assessed two different models of sexual objectification for White and Black women. Female, undergraduate and graduate students completed an online questionnaire about sources of objectification; 155 White women and 173 Black women were included in the analyses. The results suggest there are significant relationships between certain sociocultural sources of objectification, body image preoccupation and the associated consequences of depression, eating disturbances. Skin color dissatisfaction was an additional negative outcome for Black participants. The models for Black and White participants were not equivalent. Understanding how women experience sexual objectification and racial differences has implications for how objectification and related outcomes are measured. This information also has implications for developing appropriately tailored programming related to the objectification and psychological well-being of women. The information from these studies can hopefully be used to inform individuals of the risks associated with sexual objectification, as well as develop educational programs on college campuses.

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O'Loughlin, Mary Ann 1957. "The Relationship of Assertiveness and Bulimia to Psychological Separation." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278260/.

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The purpose of this study was to examine how parental separation is related to eating disturbances and assertiveness in females who struggle with bulimic symptoms. Two-hundred ninety-two undergraduate females from the University of North Texas comprised the subject group. Using pen and paper measures of assertiveness, bulimia, and parental separation, support was found for the prediction that there would be a relationship between assertiveness and parental separation. Likewise, partial support was found for the prediction that there would be a relationship between bulimia and parental separation. Parental separation was found to affect levels of bulimia and assertiveness. Finally, it was found that subjects endorsed greater emotional independence from fathers than from mothers.

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Myers, Abby Marie. "Multiple Interpersonal Traumas and Specific Constellations of Trauma Symptoms in a Clinical Population of University Females." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/46.

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Female survivors of multiple forms of trauma are increasingly found to be a significant portion of the university population (Briere, Kaltman, & Green 2008). While there is a strong literature base for understanding the effects of individual trauma on psychological functioning (e.g., Briere, 1992; Kaltman, Krumnick, Stockton, Hooper, & Green, 2005), little is known about specific symptom constellations for those who have experienced multiple traumas (Rich, Gingerich, & Roseìn, 1997). Using a clinical population of 500 female university students, this study explored the rates of multiple interpersonal traumatic experiences, the connection between multiple traumas and symptom severity, and the association of specific constellations of multiple types of traumas with specific constellations of trauma symptoms. The Trauma Symptom Inventory-Alternate (Briere, 1995) and self-report measures of demographic data and abuse histories were used to collect data, which was analyzed with frequencies, Multivariate Analysis of Variance, and a Canonical Correlation to explore the interrelationships of abuse and trauma symptoms. Multiple abuse was common, with 81% of participants experiencing two or more types of abuse. Multiple trauma generally predicted more severe trauma-related symptoms than those with no trauma or single traumas. A Canonical Correlation revealed a moderately significant relationship between participants with aggressive types of abuse (e.g., childhood physical, adult physical, and adult sexual abuse) with higher symptoms of intrusive experiences, defensive-avoidance, and dissociation. These findings suggest a differential model of trauma effects, particularly for trauma types characterized by aggression. Implications for future research and clinical practice are addressed.

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Butale, Chandapiwa. "The four shifts family, work, online learning and social participation for female in-service teachers at the University of Botswana /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218611614.

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Sung, Chi-Ling, and 宋季玲. "Relationships among Exercise Behavior, Sleep Quality and Quality of Life in Adult Female Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/97407109791481654728.

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碩士
長榮大學
護理學研究所
95
Abstract Life styles in modern people have changed due to convenient high technologies. The sedentary life-style has great impacts on human’s health. Regularly exercise is helpful in the health improvement and disease prevention. The purpose of this study is to explore relationships among personal characteristics, exercise behaviors, exercise psychological factors, sleep quality, and quality of life in adult female students. The study adopted a cross-sectional, retrospective correlational design and subjects were recruited from colleges or universities in south Taiwan using convenience sampling. Data were analyzed using descriptive statistics, one-way ANOVA, Scheffe’s tests and Pearson’s correlation. The results of the study showed: The mean age of subjects was 29.01 years old and most of them had part-time or fulltime jobs. The average number of moderate and vigorous physical activity was 3.98 Kcal/kg/day. The participants revealed poor quality of sleep with an average score of 7.22 in the Pittsburgh Sleep Quality Index. The Taiwan WHOQOL-BREF were used to assess the quality of life, the mean score of overall quality of life was 89.29, the score for the physical, psychological, social and environmental domains were 13.71, 12.12, 13.33, and 12.19, respectively. Except the shift works of subjects who had higher amount of exercises, there are no significant relationships between exercise behavior and personal characteristics. No significant relationships were found between exercise behavior and psychological factors. Similarly, the exercise behavior had no significant relationship with sleep quality, and with quality of life. However, further analysis found that the perceived exercise benefit had significant positive relationship with overall quality of life. The perceived exercise barriers had significant positive relationship with sleep quality and significant negative relationship with the psychological domain of quality of life. The exercise self-efficacy had significant negative relationship with sleep quality and positive relationship with overall quality of life. The results of this study can be helpful in providing information while the authorities are planning the preventive health educational programs.

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Yang, Wen-Ing, and 楊文英. "A Study onThe Learning Motives of The Adult Female Students ofThe Community in the Taoyung County." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/44354711146351377688.

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碩士
中國文化大學
生活應用科學研究所碩士在職專班
93
A Study on The Learning Motives of The Adult Female Students of The Community Colleages in The Taoyung County. Abstract In Taiwan, community colleges have become the most important social education institutions for promoting adult and life-long education. Females comprise a large part of the student population. This study focuses on the motivations of the adult female students in Tao Yuan County’s community colleges. The relations between the personal background variables and motivations, and the influence of the variables on the motivations are also examined in this study. The author hopes that the findings of this study can be used as reference for academic planning and training design of adult education by relevant organizations and individuals such as the Social Education Section, Tao Yuan County Government, community colleges, educators and other related educational organizations. After analyzing the data collected from domestic and foreign documents, the author has reached the following conclusions: 一、 The social demographic characteristics of the adult female community colleges students of the Tao Yuan County: Most of the students are between the age of 30 and 50, married with 2 children who are either in their late teens or adults. In terms of the educational background, college or university graduates occupy the largest share of the adult female students, followed by the high school (and vocational high school) graduates. Most of the students are governmental employees, freelancers, service providers or housewives with the monthly income of 30,000 to 80,000 NTD. They plan to study for one or two semesters and have already acquired 2 to 4 credits. 二、The motivations of the adult female students attending community colleges in Tao Yuan County can be grouped into eight categories: knowledge pursuit, social activities, killing time, family encouragement, social stimulation, career planning, community service, and personal preference. 三、Obvious differences have been observed among different age brackets in the motivations of social activities, killing time, family encouragement, social stimulation and career planning. 四、Obvious differences have been observed among students with different education backgrounds in the motivations of social activities, killing time, family encouragement and social stimulation. 五、Evident differences have been observed among the students with different number of children in the motivations of social activities, killing time, family encouragement and social stimulation. 六、Evident differences have been observed among the students with different number of children in the motivations of social activities, killing time, family encouragement and social stimulation. 七、Obvious differences have been observed among the student groups of the youngest child’s age in the motivations of social activities, killing time, family encouragement, social stimulation and community service. 八、Obvious differences have been observed among the students of different vocational ages in the motivations of social activities and killing time. 九、No obvious differences in the motivations have been observed between students of different economic backgrounds after Wilk’s lambda analysis. 十、“To contribute to the welfare of the community” is the most common motivation for most of the adult female students.

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Hart, Claire. "Marriage and participation in postgraduate study : exploring the motivations and experiences of married female psychology masters students." Thesis, 2013. http://hdl.handle.net/10539/12609.

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The profession of Psychology in post-apartheid South Africa has been dominated by women, despite attempts to address issues of equity, access and redress in recruitment and training. Certain obstacles to entering the profession, that may be specifically relevant to men, included the longevity and cost of training; the notion that Psychology is a ‘woman’s profession’; and the appeal of more lucrative job opportunities. Women, on the other hand, were often encouraged to enter female-dominated professions such as Psychology and financial support either from one’s family or an economically-independent partner facilitates the pursuit of this career trajectory. The purpose of this study was to explore the experiences of married females who were embarking on postgraduate study. Using semi-structured interviews, eight married female participants currently enrolled in Professional Masters programmes provided in-depth information on why they took on the dual adjustment of marriage and postgraduate study and what were the challenges and benefits associated with this process. Thematic content analysis was used to interpret these accounts which revealed that the dating phase of relationships often concluded as postgraduate study commenced due to the longevity of the study trajectory. To address the accompanying relationship insecurity, marriage was idealised as offering enhanced security and stability. Despite the notion that Masters and marriage would complement each other in order to overcome the difficulties of marriage and postgraduate study, a blurring of boundaries was experienced between the perceived challenges and benefits as the idealised complementarity was not actualised. Using feminist theory, the study added value to debates on the perpetuating influence of chauvinistic notions regarding marriage and career development for women inherent in the family life cycle theory, as well as explored the implications of the “feminisation” of the profession of Psychology on recruitment, training and future practice of female Psychologists.

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De, Freitas M. S. ""I will get this degree" : an exploration of the motivations and coping skills of mature female postgraduate psychology graduates." Thesis, 2013. http://hdl.handle.net/10539/12579.

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This research study explored the dimensions of motivation that may exist for mature psychology graduates when completing their postgraduate degree. And because it is widely acknowledged that stress is often a close companion to motivation, specifically in the pursuit of academic goals, the study also investigated those aspects of coping skills these individuals employed to sustain their motivation in completing their studies. Eight mature female psychology postgraduates from four different South African public universities were identified using a non probability sampling technique. Semi structured interviews were then carried out with the eight participants; the interviews were then transcribed and analysed using content analysis. The results of the study indicated that self efficacy; intrinsic motivation, attribution and achievement goals all play a role in the students’ motivation. It further indentified perseverance as an important factor in the students’ completion of their studies. Positive beliefs, problem solving strategies and social support appeared to be the most widely used coping skills by this sample.

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Madill, A., and Paul W. Sullivan. "Medical training as adventure-wonder and adventure-ordeal: a dialogical analysis of affect-laden pedagogy." 2010. http://hdl.handle.net/10454/6075.

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Our purpose is to examine the possibilities of Bakhtinian dialogical analysis for understanding students' experiences of medical training. Twenty-three interviews were conducted with eleven British medical students intercalating in psychology. Forty emotionally resonant key moments were identified for analysis. Our analysis illustrates students' use of the professional genre to present their training as emotionally neutral. However, we show how medical training can be framed in more unofficial and affective-laden ways in which threshold moments of crisis are presented as space-time breaches characteristic of the genres of adventure-wonder and adventure-ordeal. This affect was often depotentiated in the narratives through brief allusion to the professional genre. This cycling between genres suggests that the students were searching for an appropriate way in which to frame their experiences, a central dilemma being the extent to which medical training makes sense within an immediate and affect-laden, or future-orientated and affect-neutral, pedagogy. Finally, we identify how consultants are an important aspect of the affective experience of medical training who, at their best, offer inspiring exemplars of flexible movement between official and unofficial ways of being a doctor. In conclusion, we demonstrate the potential of genres to make sense, and to organize the experience, of medical training spatially in terms of moving between personal and impersonal contact, temporally in terms of moving between the extraordinary and routine, and affectively in terms of moving between potent and neutral affect. Learning to use the professional genre is part of enculturation as a doctor and can be helpful in providing a framework restoring coherence and composure through engaging with, and reformulating, difficult experiences. However, it is important to take seriously the resistance many of the students demonstrated to the professional genre as a possible barometer of its acceptability to the general public.

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Dissertations / Theses on the topic 'Adult female students'

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