Dissertations / Theses on the topic 'Educational change – Psychological aspects'
To see the other types of publications on this topic, follow the link: Educational change – Psychological aspects.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Educational change – Psychological aspects.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Brounstein, Cheryll. "Teacher Adjustments to Multiple and Continuous Change." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1334.
Full textAbstract:
This study examined the phenomenon of multiple and continuous change and the adjustments teachers made in response to the phenomenon. The research questions posed by this study are: 1. Is there a phenomenon of multiple and continuous change and if so how is it characterized by the participants? 2. Is there an effect of multiple and continuous change on the participants, if so, how do the participants adjust to the phenomenon and how can these adjustments be described? Methodologically, the strategy for this study was designed to allow for the generation of theory since multiple and continuous change has not been examined as a phenomenon. In-depth interviews were conducted with an "n" of five to allow for in-depth exploratory questioning and comparison and analysis of complex divergent data. The study utilized teachers' descriptions of their lived experience to provide working definitions of multiple and continuous change. Change is experienced as planned change, and change is experienced as unplanned change. Teachers also described paradoxes that characterize their work milieu. The paradoxes create unanswerable conundrums such as classroom versus school focus, depth versus breadth, commitment versus letting go and fidelity versus rigor. The phenomenon of multiple and continuous change provokes adjustments that are behavioral and attitudinal. These adjustments impact the instructional domain, professional domain and personal domain. The adjustments teachers made did not resemble targeted outcomes. Rather, the adjustments teachers made served as metaprescriptions to assist in the navigation of multiple and continuous change. The composite suggests that multiple and continuous change is complex, interactive and exponential. The behaviors and attitudes that the participants learn mitigate institutionalization of innovations and favor simple adjustments that make teaching more manageable under the circumstances but not necessarily more effective. The significance of this study is that change has been misunderstood because the perspective of the teacher has been overlooked. The misunderstanding of what comprises change disrupts and alters strategic planning. Change in schools is experienced as a phenomenon that is continuous. Administrators, change agents, and policy makers must readjust their thinking about change and develop a paradigm for school improvement that reflects the real world of schools.
2
Bathgate, Jeanne M. "School Closure – A Case Study." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1777.
Full textAbstract:
This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
3
Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.
Full textAbstract:
Doctor of EducationThis case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
4
Stevenson, Miriam. "Voices for change : exploring aspects of social citizenship alongside young adults who have down syndrome." Thesis, Faculty of Education and Social Work, 2011. http://hdl.handle.net/2123/13153.
Full text
5
Olachnovitch, Vonya. "The transtheoretical model of behavior change and social physique anxiety among middle school physical education students." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217389.
Full textAbstract:
There is a need to look at the determinants of exercise behavior in adolescents, as there is a large deficit of research concerning this population. The purpose of this study was to examine Social Physique Anxiety (SPA) and the body shape of adolescents participating in a semester of physical education class. A secondary purpose was to create general profiles by combining the SPA information and the Transtheoretical Model (TM) of behavior change. Middle school students (N= 374) participated by completing a regularly scheduled physical education class and completing the Exercise Behavior Change Survey (which assessed Body Shape, SPA and TM) pre and post semester. The study revealed participation in class had no effect on SPA levels or Body Shape scores, nor did the study reveal any gender differences with these two concepts. Concerning the TM, SPA may not be a factor for progressing through the stages of change, although it may effect which processes were utilized and how one identifies the pros and cons of exercising. The Social Physique Anxiety Scale only reached an alpha of .50, possibly contributing to the lack of relationship between SPA and TM.School of Physical Education
6
Burger, Corlia. "Onderwyserleer vir die effektiewe implementering van gedifferensieerde onderrig in die grondslagfase." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86466.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Learners enter the classroom with different academic abilities, learning profiles and interests. Inclusive education is therefore seen as a possible answer to accommodate individual diversity in the classroom and to address the needs of every learner. During South Africa’s era of apartheid education, differences and disabilities were seen as learner-centred, and this led to labelling, marginalising and exclusion of specific learners. In the light of the aforementioned, the implementation of inclusion, which sees difference in learners (and between people in general) as a basic part of human life, is seen as challenging in South Africa. Differentiated instruction can be seen as a teaching strategy to promote inclusive education, as its focus is learner-centred and it is based on the philosophy that all learners can learn provided they are supported in the learning process. Although differentiated teaching is not unknown internationally and nationally and is most probably implemented in the classroom, the effective implementation thereof is not understood fully. This research study made use of the participatory action research design, and the main aim was therefore to effectively implement differentiated teaching in the Foundation Phase through collaborative teacher learning. A qualitative methodology was used, with six teachers as the participants in the natural setting of the school where they teach (in the Foundation Phase). The school is located in a less affluent urban community in the Western Cape province, one of the nine provinces in South Africa. During the first action research cycle it was found that not all aspects of differentiated teaching were internalised for effective implementation in the classroom. The evolving nature of the participatory action research design allowed an additional phase for problem definition and therefore the initiation of another action research cycle. The results will be shared with the participants as well as the relevant district’s office and the learning support educator, who will be employed during 2014, in an effort to ensure the sustainability of the process. Individual interviews were conducted with the participating teachers to formulate a problem definition for the next cycle in the participatory action research process. Although it was found after the first cycle that not all aspects of differentiated teaching were internalised for effective implementation, the teachers acknowledged the approach and initiated differences in their classroom. It is hoped that a longer intervention period may result in valuable outcomes. When the next cycle of the teacher learning process commences, whole-school development should be used as a starting point, where collaborative relationships exist in an inclusive school community and in which all role players are involved.
AFRIKAANSE OPSOMMING: Leerders betree die klaskamer met verskillende akademiese vermoëns, leerprofiele en belangstellings. Inklusiewe onderwys word tans as ’n moontlike antwoord gesien om individuele diversiteit in die klaskamer tegemoet te kom en in elke leerder se behoeftes te voorsien. Tydens Suid-Afrika se era van apartheidsonderwys is verskille en ook gestremdhede as probleme ervaar wat in die leerder gesentreer is, en dit het tot die etikettering, marginalisering en uitsluiting van sodanige leerders gelei. In die lig van voorafgaande word die implementering van inklusiewe onderwys, wat die bestaan van verskille tussen leerders (en tussen mense in die algemeen) as ’n basiese deel van die menslike lewe aanvaar, in Suid-Afrika as uitdagend beleef. Gedifferensieerde onderrig kan as onderrigstrategie gebruik word om inklusiewe onderwys te bevorder, aangesien die fokus van inklusiewe onderwys leerdergesentreerd is en op die filosofie gegrond is dat alle leerders kan leer mits hulle in die leerproses ondersteun word. Alhoewel gedifferensieerde onderrig internasionaal en nasionaal nie onbekend is nie en waarskynlik wel in klaskamers geïmplementeer word, word die effektiewe toepassing daarvan nie altyd ten volle verstaan nie. In hierdie navorsingstudie is van deelnemende aksienavorsing as ontwerp gebruik gemaak met die hoofdoel om deur middel van kollaboratiewe onderwyserleer die effektiewe implementering van gedifferensieerde onderrig in die Grondslagfase te bevorder. Daar is van ’n kwalitatiewe metodologie gebruik gemaak, met ses onderwysers as die deelnemers en die skool waarin hulle onderrig (in die Grondslagfase) die natuurlike omgewing. Die skool is in ’n minder welvarende stedelike gemeenskap in die Wes-Kaap-provinsie, een van die nege provinsies in Suid-Afrika, geleë. Ná afloop van die eerste aksienavorsingsiklus is bevind dat nie alle aspekte van gedifferensieerde onderrig genoegsaam geïnternaliseer is om effektiewe toepassing in die klaskamer te verseker nie. Die ontwikkelende aard van deelnemende aksienavorsing as navorsingsontwerp het egter ruimte gelaat vir ’n addisionele fase van probleemafbakening om ’n verdere aksienavorsingsiklus in die navorsingskool te inisieer. Die resultate van hierdie fase sal met die deelnemers gedeel word en ook aan die betrokke distrikskantoor en die leerondersteuner, wat die posisie gedurende 2014 sal beklee, bekend gemaak word in ’n poging om die volhoubaarheid van die proses te verseker. Individuele onderhoude is met elke deelnemende onderwyser gevoer ten einde ’n probleemstelling vir die volgende siklus in die deelnemende aksienavorsingproses te formuleer. Alhoewel daar ná afloop van die eerste siklus bevind is dat nie alle aspekte van gedifferensieerde onderrig genoegsaam geïnternaliseer is om effektiewe toepassing te verseker nie, het die onderwysers wel van die benadering tot onderrig kennis geneem en reeds veranderinge in hul klaskamers begin inisieer. Die hoop bestaan dus dat ’n langer intervensieperiode waardevolle uitkomste kan meebring Wanneer hierdie studie se volgende siklus van die onderwyserleerproses in aanvang neem, moet geheelskoolontwikkeling, waar daar ’n kollaboratiewe verhouding in die skool as ’n inklusiewe gemeenskap bestaan en waarby alle rolspelers betrek word, as vertrekpunt dien.
7
Leavell, Brian K. ""Making the Change": Middle School Band Students' Perspectives on the Learning of Musical-Technical Skills in Jazz Performance." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277968/.
Full textAbstract:
Students' perspectives in jazz education have gone largely ignored. A modified analytic inductive design allowed me to look broadly at the students' jazz band experience while specifically investigating their views about playing individualized parts, improvising, and interpreting and articulating swing rhythms. A focus group procedure was altered (Krueger, 1995) and incorporated into my teaching of 19 students. Two 30 minute sessions per week over a 12 week period were video- and audiotaped. Audiotaped exit interviews provided data in a non-social environment. All data were transcribed and coded in order to identify major themes and trends. Conclusions were verified through member checks, several types of triangulation and other qualitative analysis techniques. Trustworthiness was determined through an audit. Cognitively and physically, students had to accommodate musical techniques as these differed from those used in concert band. Some students were confused by the new seating arrangement and the playing of individualized parts. While some students could perform distinctly different swing and straight interpretations of the same song without external cues, others could only perform this task with external cues. Some changes in articulation were well within the students' capabilities while other techniques were more difficult to accommodate. Several students felt 'uptight' while they improvised alone in front of their peers, noting group improvisation and rhythmic embellishment of familiar tunes as being helpful in assuaging these feelings. Students recognized the environmental differences between concert band and jazz band, and reported more freedom of expression in jazz band. Particularly enjoying this freedom, the more willing improvisors banded together as a clique. The students' learning was viewed as being situated in the context of jazz band. 'Musical perturbation' and cognitive apprenticeship described students' physical and cognitive accommodation of the new context. The instructional strategies students found to be most helpful were student-centered and derived from cognitive behavior modification and scaffolding theory.
8
Director, Dana L. "The Impacts of Change in Governance on Faculty and Staff at Higher Education Institutions: A Case Study of OHSU." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1490.
Full textAbstract:
In the early 1990s, Oregon Health and Science University leadership examined the political and economic landscape and determined it needed a new operational model to survive and thrive. In 1995 OHSU separated from the state higher education system and became a public corporation, with goals of increased efficiency, customer-focus, ability to attract world-class researchers and physicians, and salaries commensurate with an urban academic health center.
This research examines the internal impacts when universities undergo significant change, using OHSU's governance change as a case study. Central is the question: what effect(s) did OHSU's decision to become a unique public corporation have on specific employee groups? This study looks at two groups and their perceptions of the change: faculty, and union-represented staff.
The author interviewed the leadership team who led the transition, reviewed historical and organizational documents and archives, and examined quantitative data such as tuition, state funding, research, and salaries. Interviews were then conducted with longtime and former employees to obtain employee perceptions. Finally, the study compares employee perceptions about process, culture, and job satisfaction, to the goals established by the leadership.
The results of this study reveal that, while there were internal and external challenges, the transition to a public corporation was successful according to the perceptions of most employees when compared to the goals. After the transition, OHSU did become more efficient and more nimble for a time, able to recruit world-class employees and pay competitive salaries. Staff felt empowered and some faculty felt it made OHSU a better institution. However, some faculty felt that OHSU's transition to the public corporation eventually led to increased bureaucracy, as well as to the loss of shared governance, tenure practices, and other cultural norms inherent to academic institutions.
By examining OHSU's transition and the impacts on employee groups, this study provides insight to other universities contemplating this type of change. While each institution is unique, understanding the impacts to these key stakeholders can help universities plan for and implement significant governance change.
9
Catlett-Newby, Vicki L. "The effects of evacuation and relocation following Hurricane Andrew on children ages two through six." FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/2087.
Full textAbstract:
The purpose of this study was to describe the effects of evacuation from Hurricane Andrew in August of 1993 and subsequent relocation following the storm on the young children of six families from Homestead Air Force Base, Florida.
Interviews were conducted over a three-month period; these were supplemented with samples of the children's drawings and observations of the children at play.
The resulting case studies illustrate various coping strategies utilized by the six families to deal with the loss of home, goods, and community in the wake of the storm and the ways in which these impacted the young children in each family. Parental coping styles were an influence on the children's ability to make the adjustments necessary during this especially stressful transition.
10
Coates, Nicholas Robert. "The psychological adjustment of middle managers after revolutionary organisational change." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1008554.
Full textAbstract:
With the accelerated process of political and socio-economic transformation in South Africa, revolutionary organisational change has become a given in contemporary South African business life (Human & Horwitz, 1992). For revolutionary organisational change to succeed in South Africa, middle managers who represent the 'cement' of the organisation, need to adjust at the individual level. However, the literature on organisational change remains curiously silent about individual adjustment (Ashford, 1988). The goals of the research were firstly, to recount the middle manager's perceptions and experiences of revolutionary organisational change. Secondly, to detail the psychological re-
11
Craig, David Latch. "Artifice and wear : cultural meaning and change." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/36206.
Full text
12
Tsotsi, Siyabulela. "Strategies for obtaining buy-in during transformation." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1019946.
Full textAbstract:
Change is inevitable due to organisations operating in a constantly changing environment marked by change and discontinuation. A major challenge for organisations is to obtain buy-in from employees. People generally resist change due to their past experiences of change which are often disjointed, posted with job losses, longer working hours, higher and cumulative stress levels, unethical practices and corporate failures. Perceptions of fairness, trust, and the magnitude to which the change has been conveyed, have been noted as some of the reasons why people resist organisational change. Essentially, people resist change when they think it will cause them to lose something of value to them. It is therefore important for organisations to have well-planned change programmes that make provision for creating buy-in. The purpose of this study was to investigate strategies that organisations can use to foster buy-in. For successful change, it is imperative that change agents find ways to empower employees in the process. Communication, and especially the articulation of the vision, plays a crucial role in creating buy-in. Leadership, the working environment, rewards and recognition interdependently contribute to fostering buy-in behaviours. The empirical study was conducted at the Port Elizabeth plant of Kraftfoods, a confectionery company. In 2010, Kraftfoods acquired Cadbury. This acquisition implied new management, production and process structures and procedures, as well as a restructuring of the employee complement in 2011. The empirical study was both qualitative and quantitative. Interviews were conducted with employees from the shop floor, as well as representatives from the trade union, a representative from human resources and a project manager responsible for transformation, to obtain more organisation-specific information about the transformation and the strategies which were used to create buy-in. For the empirical study, a survey with a questionnaire as the basic data collection tool was used. The survey was administered to 101 employees. The results revealed that the way the vision of the change is articulated and the empowerment of employees are main determinants of buy-in behaviour. It was therefore recommended that management should spend an equal amount of time selling the change as they spend planning the change program. Also management need to allow for more involvement in the design and even implimentation of the change program by change recipients.
13
Ball, Melanie A. "Self-efficacy, hardiness, and the stages of exercise behavior change." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115738.
Full textAbstract:
Prior research involving self-efficacy, hardiness, and the stages of exercise behavior change has been limited. This study attempted to determine if differences existed in self-efficacy for exercise, hardiness, and the components of hardiness (control, commitment, and challenge) in individuals at the preparation, action, and maintenance stages of exercise behavior change. Stages of Exercise Behavior Change, Exercise Self-Efficacy, and the Personal Views Survey were used to assess the individuals' stage of exercise behavior, self-efficacy for exercise, hardiness and the components of hardiness levels. The researcher found significant differences in self-efficacy across the three stages of exercise behavior. Specifically, individuals in the preparation, or third stage of change, had significantly lower levels of self-efficacy than those in the action and maintenance stages. The researcher found no significant differences in hardiness, or the components of hardiness, across the preparation, action, and maintenance stages of exercise behavior change.School of Physical Education
14
Robinson, Elicia. "The psychology of change in organisations : mindsets and the paradox of continuity." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709305.
Full text
15
Van, der Mescht Hennie. "A phenomenological investigation into educational leaders' perceptions of themselves, their followers, and their organisational contexts." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003580.
Full textAbstract:
Leadership is a richly researched ana widely covered topic, attracting the attention of virtually every discipline within the human sciences. Research which focuses on leadership within an educational context is, however, a relatively recent development. Most of the leadership research conducted in this century has been driven by the needs of industry. Consequently, leadership theories have tended to emphasise the instrumentality, measurability and effectiveness of leadership. Leadership models, intent on being prescriptive and 'learnable', have been inclined to oversimplify the complexity of the leadership phenomenon. Another factor which accounts for these features is the research approach adopted by researchers, which has largely been positivistic. This study is an attempt to investigate the underlying dynamics of educational leadership. It is an in-depth study of five educational leaders' perceptions of themselves as leaders, of the people with whom they interact, and of the organisations within which they work. The study is conducted along the lines suggested by phenomenology, a highly qualitative, anti-positivistic research approach, which encourages the researcher to set aside pre-conceived notions of the phenomenon, and to describe what is found exactly as it presents itself. My findings have highlighted a wide and richly varied range of psychological, emotional and cultural factors which seem to play significant roles in how leaders perceive themselves, others and their environments. Most of these factors have been either entirely ignored or very scantily covered in mainstream leadership literature. Educational leadership emerges as a complex, virtually undefinable phenomenon; new and challenging research approaches and methods have the potential for increasing our understanding of how leaders lead, which in turn will have implications for leadership education and selection.
16
Balshem, Howard. "AIDS-Preventative Behaviors and the Psychological Costs of Behavior Change." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4705.
Full textAbstract:
This study examined the effects of behavior change on psychological health among gay and bisexual men of Portland, Oregon who were at risk for contracting AIDS. Cross-sectional self-reports of personal experiences were obtained in Summer, 1991. Sexual behaviors were used as predictors of self-efficacy, depression, anxiety, and subjective well-being. Adopting safer sexual behaviors was psychologically more costly than continuing to engage in high risk behaviors, or long-term adherence to safer behaviors. Behaviors amenable to short-term change differed from those conducive to long-term maintenance. Behavior change was also found to have a beneficial effect on self-efficacy.
These findings suggest that behavior change, traditionally considered as the endpoint of a process, might more appropriately be considered as an interim stage influenced by earlier, and having an influence on later, psychological health. By integrating models of behavior change from research on alcohol and drug use, smoking, and weight control, researchers studying AIDS-related behavior might better understand the place of behavior change in the process of change, relapse, and maintenance.
17
Watkin, Matthew. "The factors mediating change in people practising mindfulness." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003737.
Full textAbstract:
This study examines the experience of people who have begun practising mindfulness as it is taught in the Mindfulness-Based Stress Reduction programme (MBSR). The study has two aims: 1) to conceptualise the psychological mechanisms underpinning any change, and 2) to see if the changes produced are the same or similar to those produced in a cognitive therapy programme. The study focuses on two female participants, both with diagnosable psychopathology, who were part of the same MBSR programme at the Cape Town Medi-Clinic. Quantitative self-report measures of depression, anxiety, and medical symptoms were used as a measure of change. In-depth qualitative data which explored psychological, emotional and behavioural changes came from semi-structured interviews taken before, during, and immediately after the MBSR, and at a one-month follow-up. The interview data was supplemented by daily diaries documenting the participants' experiences of mindfulness, together with in-session video recordings. The analysis of these cases provide support for the model proposed by Segal, Teasdale and Williams (2002) of the factors underpinning improvement using mindfulness as a treatment. The changes were found to be similar, but not identical, to those that one would expect in a cognitive therapy programme.
18
Wolfel, Audrey Kloski 1954. "STRESSES EXPERIENCED BY PRIMIPAROUS WOMEN IN THE FIRST TWO WEEKS POSTPARTUM." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276893.
Full text
19
Tratnik, Monika. "A comparative analysis of selected aspects of educational change : Slovenia and England." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019209/.
Full textAbstract:
The thesis explores Educational Management Information Systems in Slovenia and England from a comparative perspective. The thesis evolves from the argument that postindustrial social developments mean a major shift in educational management in general, and in educational management information systems, as parts of educational management. The main argument, methodology, and organization of the thesis are explained in Chapter One. Chapter Two focuses on an overview of some of the theories about industrial and postindustrial societies; including theories of the 'information society', postmodernity, and postfordism; explores educational change in industrial and postindustrial societies; and thirdly, analyzes selected concepts of general and educational management which have developed in the twentieth century. In Chapter Three this larger theoretical framework is narrowed and refined by analysis of the concepts of an educational information system which evolved and developed within particular management theories. First, this thesis' definition of an EMIS is offered; second, principles of educational management in industrial and postindustrial social settings are explored; and third two ideal typical models of EMIS, 'fordist' and the 'postfordist', are delineated. Chapter Four and Chapter Five focus on contemporary social and educational contexts, the empirical research, and the analysis of findings in Slovenia and England. Empirical data on the two countries of England and Slovenia, collected through interviews and documents and analyzed in the previous two chapters, are compared in Chapter Six. In the same chapter these data are contrasted with the two ideal typical EMIS models. Chapter Six also provides an overall interpretation and concludes by outlining several policy implications of the thesis.
20
Ross, Catriona Kirsty 1971. "Prospectively reported premenstrual symptom change : relationship to personality, demographic and menstrual cycle characteristics." Monash University, Dept. of Psychology, 2001. http://arrow.monash.edu.au/hdl/1959.1/9232.
Full text
21
Kwok, Ka-ho, and 郭家豪. "Politics, social change and education reform in Taiwan, 1994-2008." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45455831.
Full text
22
Rider, Steven Page 1964. "Application of the transtheoretical model of change to psychological skills training in intercollegiate athletes." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282513.
Full textAbstract:
Although there is empirical and anecdotal evidence for the efficacy of athletic performance enhancement interventions, a relatively small percentage of athletes take advantage of sport psychology services. It is likely that athletes perceive potential gains and losses in pursuing mental skills training, and the latter may adversely impact athletes' motivations and behaviors regarding consulting a sport psychologist. In order to increase the number of athletes who can benefit from mental skills training, athletes' motivations and behaviors regarding sport psychology consultation must be addressed. The Transtheoretical model of change focuses on the related issues of motivation and behavior change through the constructs of the Stages of Change, Processes of Change, Decisional Balance, and Self-Efficacy. Although the Transtheoretical model has been applied to a variety of behaviors, it has not been applied theoretically or empirically to the area of sport psychology consultation. In an attempt to apply the Transtheoretical Model to this area, questionnaires assessing Stage of Change, Decisional Balance, and Self-Efficacy were developed and cross-validated on two samples (total N = 308) of NCAA Division I Intercollegiate Athletes. The measures showed good internal reliability, with all but one subscale yielding an alpha coefficient of.79 or above, and good construct validity, exhibiting hypothesized relationships among each other and with relevant outcome variables. Finally, the Stage of Change measure exhibited a strong relationship with sport psychology consultations initiated by athletes during the 12 months following questionnaire administration. Of those athletes in the Precontemplation stage, 21% initiated an individual sport psychology consultation in the following year, compared with 39% of those in the Contemplation stage and 63% of those in the Action stage. Based on these results, it appears that the Stage of Change measure developed in the present research may prove to be a useful tool in predicting subsequent initiation of individual sport psychology consultation. Several potentially useful lines of research flow from this study, including continued development of assessment tools, and experiments designed to assess the efficacy of stage-based sport psychology interventions in moving athletes to later stages of change and to greater levels of participation in sport psychology consultation.
23
Cockell, Sarah Jane. "A Decisional Balance measure of readiness for change in anorexia nervosa." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq56661.pdf.
Full text
24
Makarov, S. Y., O. Y. Panchuk, and I. V. Serheta. "Educational stress and mechanisms of psychological protection of student youth: problematic issues, physiological and hygienic aspects." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/63256.
Full textAbstract:
During the research the physiological and hygienic features of changes in the
leading characteristics of the mechanisms of psychological protection of students
who are in the conditions of educational stress in a higher medical educational
institution are determined.
25
Blore, David Charles. "An interpretative phenomenological analysis (IPA) investigation of positive psychological change (PPC), including post traumatic growth (PTG)." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3328/.
Full textAbstract:
Positive Psychological Change (PPC) following trauma is a developing field for which there is no standard terminology. The plethora of labels, of which Post Traumatic Growth (PTG) is probably the most common descriptor, arguably masks a significant gap in clinical and theoretical understanding of the phenomenon. One specific gap addressed by this study is PPC following psychological trauma stemming from a Road Traffic Accident (RTA) in which the person involved has subsequently received Eye Movement Desensitisation & Reprocessing (EMDR). To investigate this gap in knowledge, an Interpretative Phenomenological Analysis (IPA) approach was used and twelve participants recruited via a snowball sampling method. The participants were then interviewed using a Semi-structured Interview Questionnaire (SSIQ) and the interviews were then transcribed for IPA analysis. Key themes that emerged included Navigational Struggle (NS) to describe Negative Psychological Change (NPC), and Network Growth (NG), to describe PPC. At any one post-RTA/EMDR point there was a preponderance of one over the other, however, NS and NG were inseparable and found to co-exist along an NS-NG continuum. In addition, Figurative Language Use (FLU) had a significant role in both NS and NG yet was independent of both and apparently driving change towards the development of NG. Whilst NS and NG were both post-trauma phenomena, FLU seemed to hallmark expansion of memory networks as part of a general maturation process post-RTA. Furthermore, there was evidence that participants were incorporating their traumatic experiences via FLU into the rebuilding of their assumptive worlds. To account for these findings, an extension to Adaptive Information Processing (AIP) – the theory widely accepted to underpin EMDR - is proposed based upon a hypothesised Plasticity of Meaning (PoM), which is observable through FLU. PoM predicts which, why and how memory networks connect resulting in the adaptive processing predicted by AIP. The study’s findings are re-examined in terms of consequential modifications to the clinical use of EMDR. Extensive suggestions for further research are provided.
26
Stephens, Michael 1964. "The interface between education and social change efforts in civil society agencies /." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33930.
Full textAbstract:
Social change strategies grounded in theory help change agents to be more effective in their efforts. This study attempts to make explicit the links between public education efforts and the social change goals of non-profit organizations through an examination of both radical humanist thought and various social change theories.This thesis maintains that public education is an essential component of lasting change, serving eleven identifiable roles in the social change process. Of particular note, education can serve to challenge the dominant corporate paradigm and to develop an informed, critical, and more active citizenry. Education can also help create an environment conducive to achieving systemic changes. It is argued that civil society organizations are well situated to play a leading role in the creation of a more just and healthy society. Public education is proposed here as an approach that shows considerable promise to move us in that direction.
27
Chan, Ho-yeung Brandford, and 陳浩洋. "The transtheoretical model of behavioural change and general health promotion action in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31242868.
Full text
28
Sites, Teresa L. "The origins of explanatory style : closeness to parent or negative life events." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544144.
Full textAbstract:
The Reformulated theory of learned helplessness emphasizes maladaptive explanatory style and its influence on depression, achievement, health, and coping. Individuals who habitually explain unpleasant/uncontrollable events by internal, stable and global causes (and good events by external, unstable, specific causes) are said to have a maladaptive explanatory style. Researchers speculate that negative life events (such as parental divorce or death) contribute to the development of this style. Researchers have sought to explain adjustment-related difficulties by focusing on traumatic life events, such as divorce or death of a parent and their adverse effects on childhood development.Literature concerning the correlates of father absence, divorce, parental death, attachment and stressful life events shows that closeness to parents can mediate the impact of these events on adjustment and development. The mediating effects of closeness to parent may explain why not all children who experience these events actually develop maladaptive explanatory styles.This investigation examined the relations between Negative Life Events, Closeness to Parent and Explanatory Style. By looking at these relations, we can determine which variable is more influential in developing the maladaptive style. It was expected that Closeness to Parent would be a better predictor of explanatory style than Negative Life Events.Participants were 86 college students who completed a questionnaire that assessed explanatory style, closeness to parent, negative life events, and level of depression. Multiple regression was used to determine the significant predictors of explanatory style and depression. Results showed that none of the variables were significant predictors of explanatory style. Recent life events, closeness to mother and explanatory style were significant predictors of depression. Discriminant analysis was used to determine whether participants whose parents were divorced could be differentiated from those whose parent's marriage was intact using explanatory style, closeness to parent and depression as predictors. Results showed no significant differences between these groups. Sample group means for depression and life events were higher than those from normative studies for the Beck Depression Inventory and the Life Experience Survey.As the literature showed, closeness to parent and negative life events should account for some of the variance in the maladaptive style. The absence of these relations may be attributed to theoretical and methodological issues concerning closeness to parent and explanatory style.However, since this sample had high levels of depression and life stress, theoretically these relations should have been found. This points to the importance of the problems discussed.Prospective longitudinal studies, although costly and time consuming may be useful in determining the antecedents of a maladaptive explanatory style.Department of Psychological Science
29
Luna, Solorzano Maria Isela. "The psychometric properties of the measurement of culture change in Mexican-American children and its contributions to the theory of acculturation." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186090.
Full textAbstract:
Several dimensions of acculturation as well as three cultural orientations were incorporated in the development of the measurement of Culture Change in Mexican American Children (CCMAC). The sample included 116 Mexican American children age 7 to 11 years. The research was designed to assess the psychometric properties of the CCMAC, and evaluate the developmental features of the data. The multidimensional concepts as well as the multicultural aspects of acculturation were assessed. In addition, selected health outcomes were examined and their association to cultural orientation was determined. The findings demonstrated that the CCMAC was deemed valid and reliable with an alpha coefficient of.85 for the cultural assimilation scoring,.83 for the cultural resistance scoring, and.67 for the cultural integration scoring system. The confirmatory and exploratory factor analysis did not support the predicted factor structure. Children who were culturally resistant reported the highest income, less school problems, less home problems and a high GPA. Children who were culturally assimilated were the youngest children, had less homework problems, and were of later generation. The theory that culturally integrated children would report the least number of problems was not supported. It was recommended that the CCMAC be scored in three different ways when estimating individual acculturation trends. When estimating group trends, the CCMAC should be scored in the cultural assimilation orientation. Earlier literature was re-examined and discussed in light of the lack of the identification of the predicted factor structure. Recommendations were based on the CCMAC's contributions to the theory of acculturation in school age Mexican American children.
30
Shim, Hi Shin. "An irt model to estimate differential latent change trajectories in a multi-stage, longitudinal assessment." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28266.
Full text
31
Inglis, Sher Jaclyn. "Cognitive aspects of public sector accrual accounting in organizational context." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/35853/1/35853_Inglis_%201995.pdf.
Full textAbstract:
Original cross discipline applied research on cognitive aspects of accrual accounting in the public sector has been reported. Literature reviewed was relevant to accrual basis and cash basis accounting for the operations of government, accounting output and user orientation, leading to decision making as seen by accountants. Decision making and problem solving as seen by cognitive science was selectively reviewed in relation to heuristics, goal directedness, representation
and functional fixity, and expert novice differentiations.
In the work environment. fifty employees of a Government Department from managers to sub
managers were given the Watson Glaser Critical Thinking Appraisal Form A and a battery of eight in context unstructured work problems cross treated to examine accrual versus cash bases of accounting, accounting jargon versus plainer English representation, and goal directedness versus no goal directedness. The population sample also permitted study of distinctions of gender, age, and expert versus novice differences at three levels, being accountants versus non accountants,
managers versus potential managers and non managers, and successful problem solvers versus the rest. Trial design included unobtrusive process tracing by computer as to requests for additional data readily available at no extra cost.
Results revealed gender, age, and critical thinking measures were unimportant, and problem solving was not enhanced by either accrual or cash basis accounting output when either method provided full disclosure of relevant information. Plainer English representation shortened problem solving time, but did not enhance problem solving outcomes, and was in this way more efficient but not more effective across all subjects, including accountants. Solution outcomes were enhanced only by goal directedness, showing that. when accounting output was offered to internal users of accounting
to facilitate their decision making, the goal effect cognitive factor was more important than any
accounting and representation issues examined. For the introduction of accrual accounting to the public sector, attention to goal directedness was the major implication inferred from the study. Collectively neither managers nor accountants showed persistent results suggestive of expert status in the domain of contemporary accounting issues in government. When expertise was identified by
perfect score for a problem, experts called for more information that was available at no extra cost,
and spent longer time looking at it, increasing overall problem solving time.
32
Johnson, Kirk. "Television and social change in rural India : a study of two mountain villages in Western Maharashtra." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/NQ44468.pdf.
Full text
33
Beyers, Wilmarie. "The development of a structural model reflecting the impact of emotional intelligence on transformational leadership." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2829.
Full textAbstract:
Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2006.In most organisations worldwide, the magnitude of change is ever increasing. In the midst of these uncertainties, there is an increasing need for leaders who can provide structure, meaning and security within their teams. Dynamic and transformational leaders become a sought after jewel in organisations. Emotional intelligence has gained immense popularity in the last few years. Extravagant claims have been made regarding the impact of emotional intelligence on transformational leadership, as some researchers claim that emotional intelligence accounts for up to 90% of leadership success. The primary goal of this study was therefore to research the influence of emotional intelligence on leadership, and to develop a structural model to determine the relationships between the dimensions of emotional intelligence and transformational leadership. If the dimensions of the emotional intelligence construct that have a positive influence on leadership could be established, this would provide a valuable tool to organisations. Recruitment, selection, training and development procedures could be structured in a way that focuses on identifying and developing these dimensions of emotional intelligence in leaders. A literature study of the theories and models of transformational leadership and emotional intelligence was conducted. A short overview has also been given of “Primal Leadership” – discussing the emotional role of a leader as the first and foremost function of any leader. Hypotheses, based on the theoretical background, have subsequently been developed in order to establish the relationship between the dimensions of emotional intelligence and leadership.The sample in this study is compiled of 118 managers within a financial institution in the Western Cape. A questionnaire consisting of three sections was compiled to collect information in order to provide an answer to the research problem. Section A of the questionnaire was designed to give an overview of the demographic variables of the participants. Section B measured emotional intelligence by making use of the Rahim/Minors emotional intelligence questionnaire. Section C employed the Multifactor Leadership Questionnaire by Bass & Avolio to measure transformational leadership. A detailed statistical analysis was conducted. Correlations between the constructs of emotional intelligence and transformational leadership were determined by means of Pearson product-moment correlation coefficients. Positive and significant correlations have been found for all hypotheses. Structural equation modelling (SEM) and the partial least squares (PLS) method were applied to test the hypothesised structural model. Although the model did not provide a good fit, most of the predicted hypotheses have been confirmed by the model. To investigate the unique contribution that each variable of interest makes to the dependent variable to which it is linked, standard multiple regression analyses have been performed on the data. A positive and significant relationship has been found between emotional intelligence and transformational leadership. Support has also been found for most of the hypotheses that have been developed in order to explain the relationship between the dimensions of emotional intelligence and the dimensions of transformational leadership. The study also succeeded in determining the emotional intelligence dimensions that are the best predictors of leadership success, and these criteria can be utilised for the selection, training and development of leaders. Conclusions are drawn from the results obtained, the implementation value of the study is discussed, and recommendations for future research are made.
34
Van, der Riet Mary Boudine. "Mediation and the nature of cognitive socialization in the crèche and the home in a black rural context." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1002586.
Full textAbstract:
This thesis examines socialization in the homes and crèches of a rural area in a time of change. Change which is controlled and initiated from outside the local context, creates a dilemma for socialization agents when it introduces a knowledge paradigm different from that operating locally. Rural South African communities frequently experience exogenous change. The introduction of rural preschools, locally known as crèches, provides one example of such change challenging local socialization agents. While rural residents may not operate within knowledge paradigms to deal effectively with such change, they are not necessarily defeated by it. They "grapple" with the uncertainty, developing ways of coping and containing the change. This forms the focus of this thesis. Vygotsky's concept of mediation and conceptualization of the individual/society relationship, informs the examination of "grappling" with change. Two central questions are addressed: In an unfamiliar situation, what is mediated and what resources are drawn on? The research was designed around the recognition of the process nature of research, the constructivism inherent in research and the significance of the social context. Two central mediators, the mother and the crèche teacher, and the broader social context of the home and the creche, were examined. Three levels of investigation were utilised. An analysis of mediation in dyads working on an unfamiliar task provided insight into the social/psychological dynamics. Interviews with residents highlighted socialization beliefs and practices and the social context. Analysis of verses and stories taught to children revealed the inherent ideology of socialization. The main findings of this study are that: Rural residents "grapple" with social change by drawing on their own resources; in "grappling" with the unfamiliar what is mediated is an adult/child interactional status based on the inherent ideology of socialization and the dominant resource drawn on is the "culture of orality". It is argued that in the situation of neither mastery nor defeat, rural residents have used intermediary strategies of coping and containing the effect of the preschool as an agent of exogenous, social change. Recommendations are made for integrating "socialized" and "learned" knowledge from the home and the crèche.
35
Brandt, Sheldon. "Clinically significant change after cognitive restructuring for adult surviviors of childhood sexual abuse." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52164.
Full textAbstract:
Thesis (MA) -- University of Stellenbosch, 2001.ENGLISH ABSTRACT: This study investigated the outcome of cognitive restructuring for adult survivors of childhood sexual abuse in terms of clinically significant change. Twenty-six participants were assessed for depression, State anxiety, State anger, State guilt and self-esteem before and after 10 weekly sessions of group Rational-emotive behaviour therapy and at follow-up after 8 weeks. In contrast to a previous analysis of the data in terms of statistical significance indicating significant improvements on all variables from pre- to post-treatment, an analysis based on clinically significant change showed a differentiated treatment effect. Cognitive restructuring was found to be highly effective in facilitating recovery on measures of anxiety, depression and anger, but less effective for guilt and self-esteem. Only 3 participants (11.54%) recovered on all five variables, while 10 participants (38.46%) showed recovery on at least four variables. Relationship to perpetrator and pre-treatment irrational evaluative beliefs (measured by means of the Survey of Personal Beliefs) were found to be the best predictors of treatment outcome. A poor response to treatment was associated with the perpetrator being a close family member and with more Otherdirected Shoulds, while recovery was associated with the perpetrator being a friend or stranger and with more Awfulizing, Self-directed Shoulds and Negative Self-worth beliefs.
AFRIKAANSE OPSOMMING: In hierdie studie is die uitkoms van kognitiewe herstrukturering, as behandelingsprosedure VIr volwasse slagoffers van kindermolesteuring, in terme van kliniese betekenisvolheid ondersoek. Sesen- twintig deelnemers is voor en na behandeling (10 weeklikse groepsessies van Rasioneelemotiewe gedragsterapie) en by opvolg na 8 weke in terme van depressie, Staat-angs, Staat-woede, Staat-skuldgevoelens en selfwaarde geassesseer. In 'n vorige analise van die data in terme van statistiese betekenisvolheid is betekenisvolle verbetering na behandeling op al die veranderlikes gevind. 'n Heranalise van die data in terme van kliniese betekenisvolheid toon egter 'n gedifferensieerde behandelingseffek. Daar is gevind dat kognitiewe herstrukturering hoogs effektief was om herstel in terme van angs, depressie en woede te fasiliteer, maar minder effektief was ten opsigte van skuld en negatiewe selfwaarde. Slegs 3 patiente (11.54%) het klinies betekenisvol op al vyfveranderlikes verbeter, terwyl 10 pasiente (38.46%) op minstens vier veranderlikes herstel het. Die pasient se verhouding tot die molesteerder en irrasionele kognisies voor behandeling (gemeet met die Survey of Personal Beliefs) was die beste voorspellers van behandelingsuitkoms. 'n Swak respons op behandeling het verb and getoon met 'n naby familielid as molesteerder en met meer Ander-gerigte Eise, terwyl herstel geassosieer het met 'n vriend of vreemdeling as molesteerder en met die irrasionele kognisies van Katastrofering, Self-gerigte Eise en Negatiewe Selfbeoordeling.
36
Dove, Emma Rearne. "An integrative study of the effects of stress, depression and cortisol on eating behaviour, weight change and obesity." University of Western Australia. School of Anatomy and Human Biologyd, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0024.
Full textAbstract:
[Truncated abstract] Obesity is rapidly increasing in prevalence and has significant physical and mental health implications. Stress, a general term referring to factors indicative of psychological strain such as depression and anxiety, has been identified as both a cause and consequence of weight gain and obesity in some individuals. In previous research, overeating in response to stress has been investigated as either a means of mood regulation or as a response to strict dietary restraint. Cortisol, a steroid hormone that increases in response to stress, has also been linked with increased food intake in both animal and human studies. Thus, cortisol may be an additional factor contributing to overeating and weight gain in response to stress. If stress does lead to overeating and weight gain, it is also likely that stress will inhibit attempts made by obese individuals at weight loss. The first study of this thesis was a repeated measures treatment study in which the associations of stress and cortisol levels with baseline body mass index and subsequent weight loss were investigated among females participating in a cognitive behavioural weight management programme. A cross-sectional analysis prior to treatment commencement showed that the association of stress and depression with body mass index was moderated by the severity of obesity. Dichotomous thinking, a cognitive style in which events are viewed in polarised 'black and white' terms, mediated the associations of both depression and eating disorder symptomatology with BMI. ... The second study of this thesis was a controlled laboratory-based examination of food intake following an acute psychological stressor. It was hypothesised that high baseline levels of psychological stress, such as depression and anxiety, would be associated with greater increases in negative mood and cortisol levels in response to the acute stressor, both of which, in turn, would be associated with greater food intake. Contrary to the hypothesis, baseline levels of psychological stress were not associated with the extent to which negative mood and cortisol levels increased following the acute stressor. The extent to which negative mood, but not cortisol, increased following acute stress was significantly positively associated with food intake. The results do not support the hypothesis that high cortisol levels are predictive of increased food intake in human females, although the results may have been affected by the broad participant inclusion criteria. The results suggest that increases in negative mood lead to increases in food intake, although it is argued that this is unlikely to be a general effect and suggestions for future research are made. The overall aim of this research was to examine whether stress and cortisol were associated with weight status, acute changes in eating behaviour and changes in weight in the medium-term. The results are discussed in relation to this aim, wth particular focus on the differences between treatment-seeking and community samples, implications for the treatment of obesity (especially when the individual is also experiencing high levels of depression), prevention of weight gain and possible future studies of the effects of stress and depression on weight change and eating behaviour.
37
Beaudet, Marie P. "The measurement of change in well-being in a longitudinal study of pre- and post-retirees." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/784.
Full textAbstract:
The primary focus of this dissertation is an empirical investigation of three approaches to the measurement of longitudinal change. For the present study, difference scores, residual change scores, and percentage gain scores are compared to determine if their use results in similar findings when the relationships between three resource areas (health, social, and financial) and subjective well-being are analyzed. The propositions which are tested were derived from current aging theories. Meta-analysis procedures were employed to synthesize past research findings in gerontology. The data which were analyzed are those of the Longitudinal Retirement History Study (LRHS), a research project sponsored by the Social Security Administration. The sample consists of 8922 continuers who participated in the 1969, 1971, and 1973 waves of data collection. Findings from the meta-analysis suggest that the correlation coefficients calculated from the LRHS data on the relationship between subjecive well-being and the areas of health resources and social resources are similar to those of other aging studies. The relationship between measures of financial resources and subjective well-being is stronger for the LRHS respondents than that reported in other aging studies. The results on the analysis of longitudinal change indicate that change in health resources and in financial resources are significant predictors of subjective well-being at a later-point-in-time and of change in subjective well-being. For the present study, change in social resources contributes little to the regression equations. The three selected approaches to the measurement of change rank individuals similarly on the construct of change. However, the use of difference scores, residual change scores, and percentage gain scores does not always result in similar findings when multivariate procedures are used. Residual change scores appear to possess a number of advantages. They tend, however, to be strongly related to the time 2 scores from which they are derived, a phenomenon not emphasized in the measurement of change literature. Improving the reliability of measures, allowing adequate time for change to occur, and using sample sizes which are large are suggested to maximize the possibility of obtaining correlation coeffecients based on change scores which are large and stable.
38
Cheney, Alan B. (Alan Bruce). "Critical Expectations of Workers Undergoing a Major Change in the Workplace." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330706/.
Full textAbstract:
In an effort to determine whether job satisfaction and expectations in a group of workers undergoing major change in the workplace differ from groups of workers not undergoing major change, data were collected from three groups of workers at the operator level in a major U.S. electronics manufacturing company. Two of the groups were not undergoing a major work redesign and served as control groups. A group undergoing the early stages of a major work redesign, characterized primarily by their formation into a self-managed work team, served as the experimental group. The experimental group and one control group were located at the same manufacturing plant, while the other control group was located at another plant. It was hypothesized that the group of workers undergoing change would differ in job satisfaction and that over time, the difference would grow. It was also hypothesized that the group undergoing change would have different expectations about the nature of their jobs in the future. Data were collected from members of the three groups using a modified version of Hackman and Oldham's (1980) Job Diagnostic Survey, with two administrations of the survey seven months apart. Data were analyzed using a 3 (Groups) X 2 (Perception: "Now" versus "Near Future") x 2 (Administration) factorial design, with repeated measures Oil the Perception variable. Results revealed a difference in job satisfaction between the groups, as hypothesized. Results also revealed that members of the experimental group did have a few expectations for the future not held by members of the control groups; otherwise, expectations differed very little between the groups. Explanations for these findings are offered. This study suggests that those charged with implementing major change in the workplace should keep in mind that they may not see dramatic reactions from workers asked to make major changes, at least at the earliest stages of the change.
39
Scheibmeir, Monica Sue 1957. "THE QUALITY OF LIFE OF INDIVIDUALS WITH INSULIN DEPENDENT DIABETES MELLITUS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276404.
Full text
40
O'Rourke, Justin John Francis. "Posttraumatic growth in Huntington disease: measuring the effects of genetic testing and disease on positive psychological change." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1167.
Full textAbstract:
Huntington disease (HD) is a genetically transmitted fatal neurodegenerative condition that currently has no cure. The symptoms of HD are manifested as cognitive declines, neuropsychiatric disturbances, and motor dysfunction. An autosomal dominant genetic defect is responsible for the onset of HD, which means that the children of an affected parent have a 50% chance of inheriting the disease. Predictive genetic testing for HD has been available since 1993, and a positive test result means that a person will develop HD with 100% certainty. People who have the HD-gene expansion, but have not yet manifested unequivocal motor signs, are said to be in the prodromal phase of HD. A number of studies have examined concerns about the utility of genetic testing and its negative psychological consequences for gene-expanded and non-expanded individuals (e.g., traumatization, suicidal ideation). Although research has understandably focused on the potential for distress, there has been some evidence suggesting that individuals may actually experience psychological growth related to a receiving a genetic test result (e.g., improved relationships, pursuing new opportunities). The aim of the present study was to understand the relationship between genetic testing, prodromal HD symptoms, and posttraumatic growth (PTG).
Participants were recruited through the multinational PREDICT-HD study (Jane Paulsen, PI) and they completed the Posttraumatic Growth Inventory (PTGI; Tedeschi & Calhoun, 1996) to assess permanent positive psychological change as a result of learning about their HD-gene status. The Symbol Digit Modalities Test (Smith, 1991), Unified Huntington's Disease Rating Scale Motor Exam (Huntington's Study Group, 1996), and the SCl-90-R Depression subscale (Derogatis, 1994) were also completed. A total of 82 gene-expanded patients and 37 non-expanded patients took part in this study.
Results revealed that gene-expanded and non-expanded individuals reported experiencing PTG, particularly in their appreciation for life and ability to relate to others. Gene-expanded and non-expanded participants did not differ in the amount of growth they reported, which indicated that the outcome of genetic testing was not related to how much growth people experienced. Age and gender were associated with PTG, with younger participants and women reporting the most growth. The amount of time elapsed since genetic testing, estimated proximity to a diagnosis of HD, and the clinical characteristics of prodromal HD were not related to PTG. In conclusion, people experience positive psychological change as result of genetic testing for HD. The findings of this study have important implications for future research and for mental health professionals assisting people through the genetic counseling process.
41
Shopshear, Jennifer Lynne. "21st century skills for 21st century learners." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3264.
Full textAbstract:
The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communication. The significance of this project was to identify teacher's attitudes about utilizing 21st century skills that had been newly acquired through effectual professional development.
42
Oblowitz, Neil Graham. "The development of the self concept scale for the hearing impaired." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17132.
Full textAbstract:
Bibliography: pages 173-181.The self concept is a critical variable in the overall development and functioning of hearing impaired pupils, yet the findings of research studies indicate that pupils may have difficulty forming a realistic, positive self concept. The consequences of the hearing loss appear to contribute to lowered self-esteem. The accumulated effect of unresolved psychosocial developmental stages may increase the probability of identity confusion in adolescence. The results of research on the self concept of the hearing impaired has been inconclusive and difficult to interpret partly due to the use of inappropriate self concept scales. There is a need for a relevant test which assesses pupils' strengths and weaknesses in dimensions of the self concept. In this dissertation, the 'Self Concept Scale for the Hearing Impaired' (SSHI) is developed with the purpose of designing an appropriate self concept scale specifically for use on hearing impaired pupils between the ages of 11 and 19 years. During the construction and administration of the SSHI, an attempt was made to control for confounding variables known to influence responses of pupils and to distort scores obtained. The SSHI was constructed primarily according to the homogenous-keying approach. Test-retest reliability coefficients were computed over a 4 to 5 week period for 198 pupils in three schools for the hearing impaired in the Western Cape.
43
McCormick, Christine Viola. "Cognitive coping and depression in elderly long-term care residents." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3194.
Full textAbstract:
The purpose of this research was to examine specific coping methods used by the elderly as they adjust to the environment of a long-term care facility, and to examine the correlations between these coping methods and levels of depressive symptomatology.
44
Records, Kathryn Ann. "Life events of pregnant and nonpregnant adolescents." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276646.
Full textAbstract:
This descriptive study compared life events in the lives of pregnant (n = 23) and non-pregnant (n = 23) adolescents using a developmental model. A 51-item life events checklist adapted from Robbins (1981) and Johnson and McCutcheon (1980) was used to identify occurrence and perception (good or bad) of life events. Mean ages were 17.3 (pregnant) an 17.0 (non-pregnant). Ethnic representation was Hispanic (n = 28), Anglo (n = 14), American Indian (n = 2), and Black (n = 2). One pregnant and seven non-pregnant adolescents were employed. Thirty-nine adolescents lived with their parents, and seven lived on their own. Pregnancy of sister or close friend, an increased number of arguments between parents, a change in parents' financial status, and trouble with brother or sister were reported by more than 50% of the total. No significant difference existed in either the total number or perception of life events between groups. In addition, the developmental adaptation categories revealed no significant statistical difference.
45
Francl, Mary Ellen. "A re-examination of stresses experienced by primiparous women in the first two weeks postpartum." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277161.
Full textAbstract:
A replication of "Stresses Experienced by Primiparous Women in the First Two Weeks Postpartum" (Wolfel, 1986) was undertaken to identify stressors experienced by women in the first 2 weeks postpartum and to compare results with the original study. Because of changes in the standard of care, a study replication was desirable. The replication sample consisted of 20 primiparous women who completed the Postpartum Stress Questionnaire (PSQ), a new tool developed by Wolfel. Descriptive data displayed the existence of stress. Analysis of variance, t tests, and correlation coefficients were used to find significant correlations between demographic characteristics and PSQ responses. Age correlated positively with stress. Married women reported stress in physiological and psychological areas. Women who had a miscarriage were more likely to exhibit postpartal stress. No relationship was found between PSQ and variables of previous experience with child care, length of hospital stay, use of pain medication, or prenatal caretaker.
46
Saunders, Dawn Elizabeth. "A psycho-educational programme for cricket players using neuro-linguistic programming." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1164.
Full textAbstract:
Thesis (PhD (SportPsych))--University of Stellenbosch, 2009.There has been a greater awareness in the psychological aspects of sport over the past few decades, and in particular, how the psyches of the players affect their performance. The game of cricket has been no exception. Neuro-Linguistic Programming (NLP) has been used successfully in the business world, but very little research has been done in the sport milieu. The motivation for this research was two-fold. First, there was the need for a cricket team to be mentally prepared to play at their highest potential on provincial level; second, the researcher was curious about NLP techniques being successfully applied in sport. NLP is the study of human excellence. It describes human functioning, and focuses on experience and experimenting rather than prescription; it can focus on how to intervene, transform and improve human functioning. NLP uses modelling to identify particular skills in successful people. (They like to say: “If he can do it, then I can do it too”.) Neuro refers to the nervous system and how it processes particular codes in the body through the five senses. Linguistic refers to the use of language and how it gives meaning to the neural processes through communication and symbolic systems. Programming refers to how a person sequences his actions to achieve his goals.
47
Walters, Chrizelda, and H. D. Vos. "The role of interpersonal justice perceptions of employees during major organisational change due to a merger and acquisition." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/14781.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2005.103 Leaves printed on single pages, preliminary pages i- viii and numbered pages 1-132. Includes bibliography, list of tables and figures. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: The research explored the role of interpersonal justice perceptions in an organisation undergoing change. Interpersonal justice was operationalised by dividing it into two components namely, social sensitivity and informational justice. The study falls within the qualitative and quantitative paradigm. The research was conducted at a South African financial institution undergoing change due to a merger and acquisition, and comprised of in-depth interviews as well as an exploratory survey. The sample consisted of 159 employees. The results confirm those of previous research studies regarding the relationship between interpersonal justice and job satisfaction. The results also showed that a difference in the interpersonal justice perceptions of employees at different job grades exists. Interpersonal justice perceptions are likely when employees believe that they personally are treated fairly and are being adequately informed of the changes in their organisation. This is of utmost importance if one is to create a just and efficient workforce during organisational change processes.
AFRIKAANSE OPSOMMING: Die navorsing het die rol van interpersoonlike geregtigheid persepsies in 'n organisasie wat verandering ondergaan ondersoek. Interpersoonlike geregtigheid was geoperasioneel deur dit te verdeel in twee komponente naamlik, sosiale sensitiwiteit en inligtings geregtigheid. Die studie val onder die kwalitatiewe en kwantitatiewe paradigma. Die navorsing was onderneem by 'n Suid-Afrikaanse finansiele instelling wat deur organisatoriese verandering gegaan het as gevolg van 'n samesmelting. Die navorsing het bestaan uit in diepte onderhoude asook 'n ondersoek opmeetinstrument. Die steekproef het bestaan uit 159 werknemers. Die resultate van die studie ondersteun die van vorige navorsing wat betref die verhouding tussen interpersoonlike geregtigheid en werkstevredenheid. Die resultate het ook getoon dat 'n verskil in die interpersoonlike geregtigheid persepsies van werknemers op verskillende posvlakke bestaan. Interpersoonlike geregtigheid persepsies is moontlik wanneer werknemers glo dat hulle met respek en regverdigheid behandel word. Werknemers moet ook genoegsaam ingelig word van die veranderinge in die organisasie om persepsies van interpersoonlike geregtigheid te ondervind. Dit is van uiterste belang gedurende organisatoriese veranderinge om 'n doeltreffende mannekrag waar geregtigheid geld te skep.
48
Kim, Hyojin. "The effects of interactivity on learning: implications for stereotype change." Thesis, 2005. http://hdl.handle.net/2152/1591.
Full text
49
Stansfeld, Fiona Doris. "Beyond the victim : the traumatic effects of violent crime: an educational psychological perspective." Diss., 2002. http://hdl.handle.net/10500/1052.
Full textAbstract:
Violent cnme is among the most prominent distinguishing
characteristics of South African society, it has a severely
traumatising effect on the populations concerned. Based on
research :findings and existing literature, this study explores
traumatic effects of violent crime on the most intimate associate
of the victim (the partner). Accordingly, this study deals with the
much-neglected topic of secondary trauma, by focusing on the
following aspects of or conditions associated with violent crime
and the secondary victim: cognitive, emotional and relational
effects the experience of trauma, loss, vulnerability, depression
and acute stress. It reveals that, depending on the severity of the
incident, its consequences for the partner of the victim may range
from post-traumatic stress to acute stress or secondary traumatic
stress.
From the similar results returned for primary and secondary
victims, it is apparent that in the future, both victim and supporter
should have their needs addressed with equal emphasis.Educational Studies
M.Ed. (Specialisation in Guidance and Councelling)
50
Koehler, Jacob Frias. "Architectures of School Mathematics: Vernaculars of the Function Concept." Thesis, 2016. https://doi.org/10.7916/D8CN7460.
Full textAbstract:
This study focuses on the history of school mathematics through the discourse surrounding the function concept. The function concept has remained the central theme of school mathematics from the emergence of both obligatory schooling and the science of mathematics education. By understanding the scientific discourse of mathematics education as directly connected to larger issues of governance, technology, and industry, particular visions for students are described to highlight these connections. Descriptions from school mathematics focusing on expert curricular documents, developmental psychology, and district reform strategies, are meant to explain these different visions.
Despite continued historical inquiry in mathematics education, few studies have offered connections between the specific style of mathematics idealized in schools, the learning theories that accompanied these, and larger societal and cultural shifts. In exploring new theoretical tools from the history of science and technology this study seeks to connect shifting logic from efforts towards rational organization of capitalist society with the logic of school mathematics across the discursive space. This study seeks to understand this relationship by examining the ideals evinced in the protocols of educational science. In order to explore these architectures, the science of mathematics education and psychology are examined alongside the practices in the New York City public schools--the largest school system in the nation. To do so, the discourse of the function concept was viewed as a set of connections between mathematical content, psychology, and larger district reform projects. Four architectures--the mechanical, thermodynamic, cybernetic, and network models--are examined.