Dissertations / Theses on the topic 'Indonesian students – Australia – Psychology'
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1
Sidhu, Ravinder Kaur. "A study in self-directed learning in Indonesian postgraduate students." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36553/1/36553_Sidhu_1997.pdf.
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In recent times, Australian universities have become increasingly reliant on revenue raised by
exporting education to overseas students, particularly students from the Asia Pacific region.
The need to increase understanding among academic and administrative staff about the
learning needs of students from culturally diverse backgrounds remains an urgent priority.
Although sponsored students have been attending Australian universities since the inception
of the Colombo Plan in the 1950s, there has been a paucity of studies of the experiences of
sponsored postgraduate research students in Australian higher education. This study .
focused on the experiences of Indonesian postgraduate research students in a bid to explore
the relationship between their collectivistic cultural background and their self-directedness in
learning. In particular, the study sought to explore if a clash of values was taking place
between students' collectivistic culture and the values of self-directed learning which
emphasises independence and creativity.
Semi-structured interviews were conducted with ten postgraduate research students who
were first asked to describe their experiences of supervision. This was followed by a number
of structured questions that explored their experiences as collectivistic culture students living
and studying in a society where individualism was the dominant social force.
The investigations found that while there were self-directed learning values that were
strongly individualistic, there were others that were congruent with the values of
collectivism. The students who perceived themselves to be self-directed learners all reported
having highly positive relationships with their supervisors. These students also appeared to
be more open to Western ideas such as egalitarianism and democracy than those who had
poor relationships with their supervisors. The students who identified themselves to be
self-directed learners, described experiencing supervision that was strongly andragogical
within a collectivistic context. On the whole, the students in this study did not confirm to the
widely held stereotype of the student from Asia who is considered to be excessively passive
and lacking in critical thinking ability.
It was noted that existing paradigms of supervision which tend to extend freedom and
promote autonomy, do so without sufficient regard to whether or not students have the
requisite knowledge, confidence and experience to effectively use this autonomy. An
alternative framework of supervision was suggested which sought to exploit the common
ground between the values of collectivism and self-directed learning. It is anticipated that
such a framework will have increased potential to facilitate learner self direction among
students from a collectivistic culture background.
The study concluded by providing recommendations for further research in the area of
self-directed learning by overseas students.
2
Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.
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簡潔枝 and Kit-chi Alice Kan. "The internal structure of the self description questionnaire: a Malaysian investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956427.
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Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.
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This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
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Netolicky, Cecilia. "Improving provision for disaffected students: Toward a new educational model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1448.
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The purpose of this study is to develop and review strategies and policies to drive retentive teaching-learning environments for disaffected students, modifying their modus operandi sufficiently for them to qualify and retain a tertiary place or position in the workforce, or sustain a return to mainstream schooling. I employed action research methods to examine Strike Four. an educational model servicing students with severe social and/ or emotional difficulties and behavioural disorders. I tested the Strike Four model during an intensive study period on two programs. Part 1 of the thesis comprises three Chapters. An introduction to the issue of the marginalisation and exclusion of troublesome students in mainstream education is presented in Chapter 1. The review of associated literature, which follows in Chapter 2, examines: early attitudes to crime and deviant behaviour; some modem sociological and psychological attempts to diagnose, categorise, or "cure" deviance; school-based behaviour modification •strategies; and various Australian states' attempts to service disaffected students with education. The theoretical framework presented in Chapter 3 includes the rationale for my choice of qualitative methods, discussion and selection of an action research model, and the position taken on the issues of anonymity and authenticity. Part 2 of the thesis, "The Study", comprises four chapters, and a concluding chapter. A grounded autobiography that clarifies my personal position, whilst demonstrating how my modus operandi was transformed through personal critical moments, is offered in Chapter 4. This provides a base from which to consider the potential for personal critical moments, texts, and mentors to transform an individual's ideology and modus operandi. The educational theory and ideological underpinnings held to underlie the Strike Four model are presented in Chapter 5. Chapter 6 comprises a critical examination of the evolution of Strike Four policy, in particular:, how and if the educational theory and ideological underpinnings claimed to underlie the model are apparent in model policy. Chapter 7 deals with three program strategies: harnessing golden teaching moments; using curriculum as a tool to shape behaviour; and the use of positive contracting to encourage behaviour self-management skills in troublesome students. In this chapter I critically examine how and if policy and ideology is reflected in practice on the programs, and if the various policies, and the three key strategies, are proving successful in modifying the modus operandi of the young people sufficiently to facilitate their functioning in mainstream society. An end piece to the fieldwork is included to fill in "gaps" resulting from the reporting of selected case studies. Chapter 8 includes the findings and recommendations for future research. The model's success in modifying students' modus operandi is demonstrated through the individual case studies and tables. Almost 100% of the students (on entry classified severely alienated) maintained their placement in work, technical college, or mainstream schooling for the three month post support period.
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Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.
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The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.
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Wise, Amanda Yvonne. "No longer in exile? : shifting experiences of home, homeland and identity for the East Timorese refugee diaspora in Australia in light of East Timor's independence /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031117.142448/index.html.
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Thesis (Ph. D.)--University of Western Sydney, 2002.A thesis submitted for the degree of Doctor of Philosophy, October 2002, Centre for Cultural Research, University of Western Sydney. Includes bibliographical references (leaves 281-291).
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Mikulsky, Jacqueline. "“In or ‘Out?’”: An examination of the effects of school climate on same-sex attracted students in Australia." University of Sydney, 2007. http://hdl.handle.net/2123/1969.
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Doctor of PhilosophyResearch has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. These outcomes raise issues related to duty of care for educators, including the general responsibility of schools to create safe, equitable learning environments for all of their students. In order to better meet the needs of SSA students in Australia’s secondary schools, this nationwide study examined the current school climate toward same-sex attraction as described by SSA young people aged 14-19 through their reported experiences and perceptions of environmental stresses and supports, using Margaret Spencer’s PVEST model as the theoretical framework. A web-based survey instrument, advertised through both mainstream and lesbian/gay/bisexual-orientated youth sources, was used to sample Australian SSA students (N = 282). The relationships between SSA students’ perceptions of their school climate (including the treatment of SSA students and topics), their sense of connection to their school community, and their reported academic self-concept and motivation toward learning were investigated using bivariate and multivariate techniques, including structural equation modelling. In-depth interview sessions were conducted with six SSA young people in order to further examine these findings. Results indicated that SSA students’ perceptions of their school climate were directly related to their sense of safety within the school environment, their social connection to their peers and teachers, and their feelings of connectedness to the school environment in general. SSA students’ connection to their teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the clear indirect impact of SSA students’ perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. These findings allow for the generation of informed recommendations for school policy and practice with the academic outcomes of Australia’s SSA students in mind.
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Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
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Lawson, Elizabeth J. "Adolescent coping styles and response to stress: A study of the relationship between the preferred coping styles of female senior high school students and their levels of anxiety and self-confidence when facing a major academic stressor." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1154.
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A growing body of research indicates the importance of coping strategies when an individual responds to environmental demands. Community concern about the maladaptive responses of some adolescents, limited research with this age group, and the development of a new Australian measure of adolescent coping provided the impetus for this study. The study was conducted with 141 female students in their final year of High School. They completed the Adolescent Coping Scale (ACS) in March, and measures of anxiety and self-confidence in November, just before major external examinations. Behavioural rating scales were completed by parents and teachers. The adolescent group reported frequent use of coping strategies which research indicates are likely to be effective, and relatively little use of ineffective strategies. When facing a severe academic stressor, they were self-confident but reported very high levels of anxiety, which was cognitive rather than somatic in focus. The few students whose ACS scores showed relatively high use of ineffective and low use of effective coping strategies were identified as "At risk". When compared with a contrasting sub-group, the "At-risk" students were significantly more anxious and less self-confident. There was no evidence that parents or teachers were aware of the adolescents' high levels of anxiety. The findings provide support for the predictive validity of the ACS, and have implications for helping adolescents cope with stress and developmental demands. Further research directions are suggested.
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Fukuda-Oddie, Mayumi School of Modern Language Studies UNSW. "Non-verbal and verbal behaviour of beginner learners of Japanese: pragmatic failure and native speaker evaluation." Awarded by:University of New South Wales. School of Modern Language Studies, 2007. http://handle.unsw.edu.au/1959.4/27313.
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This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.
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Harms, Craig. "Goal motivation, academic outcomes, and psychological distress of a group of Australian secondary students : scale refinement and an extension of the Ingledew, Wray, Markland, and Hardy (2005) model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/136.
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Beliefs held about personal goals are termed goal dimensions. When applied to academic goals, goal dimensions represent a form of academic motivation. The purpose of this research was to examine if a model of goal dimensions developed by Ingledew, Wray, Markland, and Hardy (2005) in a business setting with adults could be applied to explain academic outcomes and psychological distress of two hundred and sixteen Australian final-year secondary students who were striving to gain a place at a university. Structural Regression (S-R) Analysis was used to examine the effect of the goal dimensions on psychological distress at Time 1 (April); psychological distress at Time 3 (September) while accounting for psychological distress at Time 1; and psychological distress at Time 3 as well as overall final academic performance, with consideration given to the effect of sense of goal progress and use of self-regulated learning strategies assessed at Time 2. Although not intended as a major part of the current research, several alternative models were developed for the scales that were used in the present study. Findings from the substantive analysis indicated that supportive beliefs about this personal goal were predictive of fewer symptoms of concurrently measured psychological distress.
These findings were most clearly demonstrated when an S-R (of a substantially modified version of the Ingledew et al. model) rather than a Path Analysis was conducted. Supportive goal beliefs were also predictive of subsequent beliefs about goal progress and academic performance.
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Mander, David James. "The transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities across Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/521.
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The experience of transitioning to boarding schools away from home for Aboriginal secondary school students from regional and remote communities in Australia has not received the attention it deserves (Calma, 2009; Dodson, 2009). The weight of public discourse and a paucity in research provided strong testimony for undertaking the current study. Moreover, it was evident the voice of those Aboriginal students undertaking the experience was absent from this public dialogue and the literature. This qualitative research investigated from a social constructionist perspective how 32 male Aboriginal secondary school students from regional and remote communities constructed meaning and understanding around the experience of studying away from home at five boarding schools located in Perth, Western Australia (WA). While students’ experiences with being away at boarding school were explored, it also investigated how meaning was constructed around the experience of having a child away from home for 11 parents and the experience for 16 staff employed at boarding schools in supporting students. Congruent with the assertions of the National Health and Medical Research Council (NHMRC, 2003) this research was supported by an Aboriginal Advisory Group. A narrative interviewing style was used to collect data from student, parent, and staff informants. Thematic analysis of the data revealed three major themes emerged for student informants, these were 1) Decision Making and the sub-themes of Choice-Less Choice and Opportunity 2) Organisational Climate and the sub-themes of School Environment and Belonging, Culture Shock, Homesickness, Identity and Rites of Passage, Code-Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer relations, and 3) Relational Change and the sub-themes of Family Dynamics, Friendships at home, and Cultural Connectedness. For parent informants the following major themes emerged from the data 1) Access, Standards and Quality, and the sub-themes of Declining Local Schools, Opportunity, and Worldliness 2) Parental Agency and the sub-themes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings, and 3) Cultural Heritage and the sub-theme of Maintenance and Transmission. Finally, for staff informants the following major themes were identified 1) Indigenous Education and the sub-themes of Social Responsibility and Opportunity 2) Academic and Social Determinants and the sub-themes of Culture Shock, Homesickness, Friendships and Peer Support, Literacy and Numeracy, and Prejudice, Stereotypes, and Racism 3) Relationships and the sub-themes of Staff-Student Relationship, Staff-Parent Relationship, and School-Community Relationship. The key findings from each informant group are reviewed. However, to provide a wider discussion of informant’s experiences and constructions of the transition experience, attention is also drawn to meta-themes that were evident across the student, parent, and staff informant groups. The findings of this research are discussed in relation to policy and practice implications pertinent to boarding schools in WA. The strengths and limitations of the current research are considered and future research directions are suggested. This research offers a unique contribution to current understandings of the transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities.
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Glynn, Warrick. "Non-hegemonic masculinities and sexualities in the secondary school : construction and regulation within a culture of heteronormativity /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/1007.
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This project looks at the ways in which masculine identities are constructed and perceived in secondary schools. It identifies some of the links between broader gender politics and the more specific area of masculinities as they apply to the lives of gay-identified and non-identified secondary school students. Through focussed discussion with groups of students the research describes types of behaviours that are characterised by students as desirable or undesirable and the perceived relationship of such behaviours with particular sexualities. In this thesis I interrogate the treatment (including bullying, harassment and lack of acknowledgment of the gay experience), in schools, of boys who express gender unorthodoxy/non-hegemonic masculinities. In order to understand this behaviour I look at the means of control of such expressions as exercised by other students and teachers and explore the motivation behind this control. Through listening to the stories of students I identify the need to evaluate school policy and pedagogical practices with a view to making the educational experience more inclusive of a broad range of masculinities and sexualities and therefore a more relevant, positive and productive one.
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Fyson, Stephen J. "Understanding and Developing Transformational Community in Order to Prevent Alienation : a Longitudinal Study of Students Involved in a School Restructure." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1654.
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The research examined whether the transition of students into junior high school from primary could school be managed with less alienation for the students by using a school restructure that intentionally attempted to increase psychological sense of community. The objectives of the research were therefore to (a) describe and understand students' perspectives of their community life world, (b) contribute to the knowledge of community-based practice in education, and (c) to add to the scope of understanding of the psychological sense of community.
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Bosch, Bailey. "Women who Study: Balancing the Dual Roles of Postgraduate Student and Mother." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/592.
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Although the value of educating mothers has been established in the previous research, little is known about the experiences of mothers who participate in higher education. What is known supports a largely negative portrayal of the experience; it seems that it is a difficult journey, filled with tension. This thesis reports on an exploration of the experiences of mothers who are postgraduate students in Australia. The research comprised of two phases: the first phase was a narrative study of the experiences of 14 Australian postgraduate student mothers. The second phase comprised of a Q-method study of 75 postgraduate student mothers, where Q-method is a technique that incorporates both qualitative and quantitative components. In addition, there was a precursor study was undertaken to ensure variety in the Q-statements, as well as a follow-up study which checked for confirmability of the Q-study interpretation. The findings showed that studying impacted on almost every facet of a woman’s life. Postgraduate student mothers juggled childcare and timetabling issues and, for some, their main challenge was a lack of support. They overcame these difficulties with highly developed organisation and time-management skills, oftentimes with partner support, and by sacrificing sleep and recreation time. The women were strongly motivated by the desire for personal achievement, and the opportunity to create a better future for their children. Postgraduate education rewarded student mothers with a sense of freedom, growth, pride and achievement, as well as developing their professional identity. The results of this research program demonstrated that postgraduate education provided women with a major opportunity to grow and develop their personal abilities while raising their children. This fresh perspective offers an alternative, and more positive snapshot of life as a student mother, and contrasts with the previously reported experience in the literature.
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Hadwen, Kate Margaret. "Leaving home: Investigating transitioning challenges faced by boarding students and their families." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1628.
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Transitioning to boarding school during the middle years of childhood impacts upon the social, emotional and academic wellbeing of young people (Bramston & Patrick, 2007; Connell & Wellborn, 1991; Deci, Vallerand, Pelletier, & Ryan, 1991; Earls & Carlson, 2001). Students who live at school as boarders, may experience greater transitional changes in all three components of wellbeing due to the extent of change experienced during this transition. While research addressing transitioning to school has indicated the importance of connectedness to school, bonding, friendships and a sense of autonomy (Eccles et al., 1993), there is limited research addressing the transitioning experiences of boarding students and their families.
This mixed methodology study sought to understand how boarding students experience transitioning into boarding school, its possible association with connectedness to the boarding house, reported levels of staff support, loneliness, homesickness and help-seeking for homesickness. Focus groups and interviews were used to better understand how parents experience the transitioning of their children into boarding school.
This thesis used data collected from a Healthway funded Starter Grant. The research was cross-sectional by design involving a purposeful sample of 267 students, 59% male and 41% female, aged 12 - 15 years, who lived in one of eight metropolitan and regional boarding settings in Western Australia (WA) in 2011, and 37 of their parents. Data for this project were collected from October, 2010 to September, 2011
The first research question used qualitative data to explore the experiences of boarding parents. Findings suggested parents appeared to be more affected by their children leaving home than did the majority of boarding students. The following strategies were suggested as helpful to support positive transitions: preparing both parents and their children effectively for the move; making contact with other boarding parents at least six months prior to the transition; having meaningful connections with the staff caring for their children communicating and visiting their children regularly; co-developing with their children communication and visiting plans; and, keeping busy.
Research questions two to five analysed quantitative data collected through a student survey. The following transitioning activities were found to be either very helpful and / or associated with other benefits (as listed above): tour of the boarding house; sleepover with or without parents; separate information targeting students and parents sent or given to boarding families, up to date information on the Internet; Orientation Day; peer mentors; staff telephoning students prior to transition; and, boarding staff meeting with each family individually on or following Orientation Day.
Homesickness was most commonly experienced during the first two weeks of boarding and when students returned after their holidays. Girls, younger students and International students reported experiencing more homesickness. Three factors: psychosomatic symptoms; separation distress; and, grief and loss, best explained how students in this study experienced homesickness.
Help-seeking behaviours comprised the factors contacting parents, keeping busy and conversing with staff and students. A number of activities were associated with reductions in both psychosomatic symptoms and separation distress; however, for those students who experienced grief and loss, going on leave with their parents and knowing when their parents would next be visiting or taking them on leave appeared to be the only activities that reduced students’ grief response.
Help-seeking was most evident for students who experienced psychosomatic symptoms or feelings of separation distress. Students who experienced grief and loss were less likely to report seeking help. Girls and younger students reported utilising the most help-seeking strategies.
The findings of this study and the subsequent recommendations will assist families and staff to better understand the experiences of boarding students and their families as students transition into boarding.
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Prideaux, Lee-Ann, and n/a. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.093444.
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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.
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Kiley, Margaret Mary. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study / Margaret Kiley." Thesis, 1999. http://hdl.handle.net/2440/19424.
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Bibliography: leaves 359-374430 leaves : ill. ; 30 cm.
This study examines the changing expectations and experiences of thirty-three Indonesian postgraduate students who were interviewed every three months during candidature in Australia.
Thesis (Ph.D.)--University of Adelaide, Depts. of Applied and Molecular Ecology, 1999
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Mokoginta, Karmila. "The intercultural analysis of Indonesian and Australian students’ nonverbal behaviour: an effort to develop intercultural English learning material." 2009. http://hdl.handle.net/2440/56026.
Full textAbstract:
This study investigates similar and different nonverbal behaviours of Indonesian and Australian students (focusing on proxemics, kinesics, touching and dress codes), examines the students' perception in relation to the behaviours, and isolates or predicts intercultural problems. It aims at creating learning resources to be used in English classes in Indonesia. The data collection involved observations and interviews. Initial data analysis was conducted at the same time as the data collection, followed by an intensive analysis using a coding process. Some similarities were found. There was a tendency among Indonesian students to sit together, reflecting their collectivist value. This tendency may also be evident among Australian students. Similar patterns of eye gazing, hand movements, sitting posture, body position and body orientation probably demonstrate the universality of communicative behaviour. In both cultures, head nodding indicates paying attention, or in certain situations, may be interpreted as a flattering gesture. However, the flattering meaning may result from a different degree of head nodding display in Indonesian and Australian contexts. Many of these similar behaviours need further investigation using video recording. Many differences were found. In tutorials, Indonesians were more likely to be formal and restrained, in contrast to Australian informality and expressiveness. Different practices in the use of the hand were also identified. Dress code was one of the most significant areas of difference, together with the public display of affective behaviour, and the preference to sit on the floor or to sit and lie on the lawns. Eye contact, gender-mixing in gatherings and some touching behaviours may be problematic for a few Indonesians. Further discussion also shows that smiling to strangers commonly practised by Australians can be unusual in Indonesia. In contrast, head nodding, eye contact and head tossing that have specific cultural meanings in Indonesia appear to be unproblematic in the Australian context. It was concluded that the different behaviours indicate that several issues – including conflict avoidance, face saving, respect for authority, harmony maintenance, ingroup-outgroup divisions and religious regulations – are practiced in different ways and valued to differing degrees in Indonesia and Australia. The analysis also revealed a strong indication that in Indonesian culture, nonverbal behaviour has similar emphasis with, and often can be more significant than, verbal behaviour. In Australia, the emphasis would be more likely to be on verbal expression. It seems that some of the differences did not result in negative perception among students. However, certain things may result in problems at various levels - ranging from uncomfortable feelings, and lack of interactions, up to the formation of negative perception about a culture. Having tolerance and willingness to evaluate a matter from different perspectives can be useful to minimize ethnocentrism and avoid any negative stereotypes. As part of this study I conducted a literature review about intercultural learning and created two examples of learning material, both focusing on nonverbal behaviours. The first material is intended to raise the issue of cultural difference, and the second one raises the ethnocentrism issue.http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1458568
Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009
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Mokoginta, Karmila. "The intercultural analysis of Indonesian and Australian students’ nonverbal behaviour: an effort to develop intercultural English learning material." Thesis, 2009. http://hdl.handle.net/2440/56026.
Full textAbstract:
This study investigates similar and different nonverbal behaviours of Indonesian and Australian students (focusing on proxemics, kinesics, touching and dress codes), examines the students' perception in relation to the behaviours, and isolates or predicts intercultural problems. It aims at creating learning resources to be used in English classes in Indonesia.
The data collection involved observations and interviews. Initial data analysis was conducted at the same time as the data collection, followed by an intensive analysis using a coding
process.
Some similarities were found. There was a tendency among Indonesian students to sit together, reflecting their collectivist value. This tendency may also be evident among
Australian students. Similar patterns of eye gazing, hand movements, sitting posture, body position and body orientation probably demonstrate the universality of communicative
behaviour. In both cultures, head nodding indicates paying attention, or in certain situations, may be interpreted as a flattering gesture. However, the flattering meaning may result from a different degree of head nodding display in Indonesian and Australian contexts. Many of these similar behaviours need further investigation using video recording.
Many differences were found. In tutorials, Indonesians were more likely to be formal and restrained, in contrast to Australian informality and expressiveness. Different practices in the
use of the hand were also identified. Dress code was one of the most significant areas of difference, together with the public display of affective behaviour, and the preference to sit on
the floor or to sit and lie on the lawns. Eye contact, gender-mixing in gatherings and some touching behaviours may be problematic for a few Indonesians. Further discussion also shows that smiling to strangers commonly practised by Australians can be unusual in Indonesia. In contrast, head nodding, eye contact and head tossing that have specific cultural meanings in Indonesia appear to be unproblematic in the Australian context.
It was concluded that the different behaviours indicate that several issues – including conflict avoidance, face saving, respect for authority, harmony maintenance, ingroup-outgroup divisions and religious regulations – are practiced in different ways and valued to differing degrees in Indonesia and Australia. The analysis also revealed a strong indication that in
Indonesian culture, nonverbal behaviour has similar emphasis with, and often can be more significant than, verbal behaviour. In Australia, the emphasis would be more likely to be on
verbal expression.
It seems that some of the differences did not result in negative perception among students. However, certain things may result in problems at various levels - ranging from uncomfortable feelings, and lack of interactions, up to the formation of negative perception about a culture. Having tolerance and willingness to evaluate a matter from different perspectives can be useful to minimize ethnocentrism and avoid any negative stereotypes.
As part of this study I conducted a literature review about intercultural learning and created two examples of learning material, both focusing on nonverbal behaviours. The first material is intended to raise the issue of cultural difference, and the second one raises the ethnocentrism issue.Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009
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He, Flora Xuhua. "A comparative study of factors contributing to acculturative stress in chinese and nepalese nursing students in australia." Phd thesis, 2014. http://hdl.handle.net/1885/150077.
Full textAbstract:
Background. Worldwide, a large body of literature is devoted to studying the experiences of international students and the challenges they face. Major issues reported are language, cultural, academic and financial difficulties, as well as discrimination and social isolation. Asian students, for example, experience more psychological difficulties than other groups of international students. There are only a small number of studies of international nursing students' experiences in Australia, with none focusing on factors contributing to acculturative stress among Chinese or Nepalese nursing students. Given the increasing enrolments from these countries and given their dominance at the Australian Catholic University (the study site), this thesis is an attempt to address the gap in the literature. Aim. The aim was to explore Chinese and Nepalese international nursing students' experiences while living and studying in Australia. The specific objectives were to compare the two groups' levels of acculturative stress, sense of coherence (SOC), social support, ways of coping and depression; to examine the correlations between these measures; and to understand the predictors of acculturative stress. Method. This study comprised three phases. Phase A was a Master of Philosophy project that focused on Chinese international nursing students' (n = 119) experiences using a quantitative research design. Upgrading to a PhD project, Phase B and Phase C were added and focused on a comparison between Chinese and Nepalese international nursing students' experiences through a mixed methods design. Phase B used five questionnaires to measure the levels and inter-correlations of acculturative stress, depression, sense of coherence, ways of coping and social support of the participants (n = 187). Phase C, a qualitative design, used one-to-one interviews (n = 52) to supplement the quantitative findings. Results. Both student groups showed high levels of acculturative stress, with the Nepalese students rating higher than that of the Chinese. The Chinese students had a moderately low SOC, but the Nepalese students' scores were even lower. No participants displayed significant depression. There were no significant statistical differences between the two groups in terms of social support or ways of coping. The Chinese students adopted problem-focused coping strategies more often, while the Nepalese students used emotion-focused coping strategies. A significant positive correlation was found between acculturative stress and depression, and between SOC and social support. There was also a significant negative correlation between acculturative stress and sense of coherence, between acculturative stress and social support, and between depression and sense of coherence. The predictors of acculturative stress were identified as religion, sense of coherence, depression and perceived satisfaction with social support. Qualitative findings supplemented these results. The dominant problem among both groups was acculturative stress, which was associated with academic, financial and culture-related difficulties.Conclusion. The current study provides a more in-depth understanding of the factors contributing to acculturative stress among Chinese and Nepalese international nursing students. Insights produced should assist universities to offer more effective support for international students, including academic literacy skills. Findings should also assist international students to better prepare for the Australian study experience.
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Jepsen, Georgina. "Teaching primary and high school students with ADHD-type symptomatology : teacher stress, burnout and self-efficacy." Phd thesis, 2009. http://hdl.handle.net/1885/150840.
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Sandford, Heather M. "Integration of children with severe and multiple disabilities into regular pre-school and school settings." Thesis, 1989. http://hdl.handle.net/2440/109247.
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Yang, Shihua. "Students' attitudes towards first-year university mathematics: a comparison between Australian and Asian born students." Thesis, 1999. https://vuir.vu.edu.au/18229/.
Full textAbstract:
To improve the quality of mathematics teaching and learning for students born in
different countries, it is important to get responses from a student perspective. This
study has analysed the attitudinal differences to the learning of mathematics through
comparing Australian-born and Asian-born students' attitudes towards their year 12 and
university mathematics learning. This has resulted in different responses from students
who are studying in different faculties in Victoria University of Technology and who
were born in Australia, Europe, or Asia.
The study has explored Australian and Asian bom students' attitudes toward year 12
and university mathematics learning and relationships to their cultural effects and
educational effects. The findings indicate that attitudinal differences toward
mathematics learning are found between students who studied year 12 in Australia and
those who studied in Asia. These differences occurred in items on the questionnaire
that explored the genesis of students' attitudes into three categories: cognitive category,
affective category and learned category. Findings suggest that students' attitudes
towards mathematics learning can be influenced through their cultural background and
the education system in which they completed their final year high school education.
Cultural influences and educational effects appear to mainly affect students' attitudes to
mathematical learning ability, learning enthusiasm and learning endeavour. The
implications are that it is valuable to identify the way culture affects the learning
milieu. It is important to create opportunities for employing and sharing their learning
methods and strategies obtained from both high school and university learning. Peer
influences, parental interests and students' expectation for future career are essential
parts of encouraging and supporting students' learning. Probing and analysing
unsuccessful learning experiences could provide very useful information for developing
successful learning methods and maintaining positive learning attitudes.
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Foley, Patrick Wayne. "Course climate, student stress and practitioner burnout." Thesis, 1996. https://vuir.vu.edu.au/17936/.
Full textAbstract:
The central issue of this thesis is the problem of stress in social work
education, and its contribution to subsequent burnout in social work practitioners.
To investigate this problem, the study was structured according to five interrelated
key research questions, as outlined in Chapter One. The first research
question asks to what extent what Tobin and Carson (1994) have referred to as
"insidious pervasive stresses" emanate from the following sources: (i)
professional identity formation process (social work idealised image and role
value conflict); (ii) the reasons students chose social work; (iii) students'
performance expectations; and (iv) stresses from the course that are part of the
professional education process. The second research question examines the extent
to which the kind and level of course related stress experienced by social work
students explains the variation in their physical and psychological health. The
third research question aims to determine if there is a difference in the level of
physical and psychological health of Australian social work students and
Australian social work practitioners. The fourth research question examines
whether the physical and psychological health of social work practitioners is
negatively correlated with the magnitude of burnout experienced. The fifth
research question considers the extent to which social work practitioners' age, job
satisfaction, years of experience and average working hours, in addition to
burnout, explain the variation in their physical and psychological health.
In addition to these five key research questions, a series of clarifying,
supporting or elaborating questions are developed in the literature review
(Chapter Two). Where appropriate, they have been converted into substantive
operational hypotheses in Chapter Three, which details the study's methodology.
Chapter Four (Student Results) presents the results of the questionnaires
administered in relation to aspects of their social work course. Chapter Five
(Practitioners and Students: Comparative Results and Predictive Analysis)
compares the physical and psychological health of social work students with the
health of social work practitioners, and provides a predictive analysis of the
variations of the health of the two groups. Chapter Six discusses the results of the
study, in terms of some of the significant implications of its findings, particularly
in relation to social work course design and areas that warrant further
investigation.
Overall, the study concludes that a significant proportion of social work
students are psychologically distressed by their course experience, particularly in
terms of course design, role value conflict and the degree of idealisation of the
social work role. A very strong association with burnout was found among social
work practitioners when they experienced a similar level of psychological distress
as that experienced by students. Finally, suggestions are made for ways in which
social work course managers may constructively deal with these issues.
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Best, Gillian. "First Year University Students and Their Parents: Conjoint Experiences of University." Thesis, 2002. https://vuir.vu.edu.au/2012/.
Full textAbstract:
The central focus of this thesis is an examination of the first-year university experience as seen through the eyes of students and their parents. Through the thick descriptions of conjoint interviews conducted in eight family homes on three different occasions during the students’ first-year, the thesis offers a narrative of family lives of some Australian university students and thematically demonstrates how university and home life co-exist. The thesis identifies two key narratives in the existing first-year experience literature: the Archetypal and the Alternative student experience narrative. These focus on students who are conventionally categorised respectively as traditional and first-generation students. However, neither of these fully reveals the experiences of the families in this study. In order to give voice to these otherwise silenced narratives, the author has identified two other key narratives present in the interview data: Metamorphosis and Continuity, and two sub-narratives of separation and connection. The significance of these newly identified narratives is threefold. First, they include parents of first-year university students as subjects of inquiry. Second, the narratives reveal the existence and importance of conjoint university experiences, that is, experiences which include both students and parents. Third, the narratives legitimate university students’ decisions to live at home with their parents. Underlying the research is a commitment to moving current analysis of university student experiences beyond a deficit model for university academics’ understandings of first- generation students’ and their parents’ experiences of university and to an acknowledgement and more serious examination of the conjoint nature of students’ and parents’ lives.
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Elzo, Fabian A. "A survey of nightmare frequency and intensity in an Australian University sample and treatment with a story-line alteration technique (SLAT)." Thesis, 2011. https://vuir.vu.edu.au/19428/.
Full textAbstract:
Nightmares have been described as the most common form of disturbed dreaming. The definition most widely accepted considers two criteria as definitive elements of nightmares, acute anxiety or fear, and awakening from sleep with full alertness. Contemporary studies suggest that nightmares are relatively common and can either be benign or malignant to the point of being compared to psychosis. Thus when nightmares become frequent and/or recurrent, they tend to become problematic and warrant treatment. The current study aimed to investigate the frequency of nightmares in a large community based sample and trial a brief story line alteration technique. More specifically, the current research was designed to conduct two related studies in order to elucidate nightmare frequency and intensity in an Australian sample and examine the efficacy of self-help nightmare treatments. The main hypotheses in the first study predicted that more than 10% of the sample would report weekly nightmares and significant gender differences in reporting nightmares would be observed. Participants in the first study were 440 university students (115 men and 325 women) aged between 18 and 34 (M = 20.41 years). Participants completed the retrospective metric/s Nightmare Frequency Questionnaire (NFQ) and Pittsburgh Sleep Quality Index (PSQI) and Addendum. The results showed that yearly, monthly and weekly nightmares were common, in particular weekly nightmares. However no significant differences between genders were found. Participants in the second study were 20 students who reported weekly nightmares aged between 18-31 (M = 21.6 years) and completed a battery of retrospective metrics including the Nightmare Effects Survey (NES), Posttraumatic Diagnostic Scale (PDS) and the Profile of Mood States (POMS-37 items). The main hypotheses in the second study predicted that the Storyline Alteration Technique (SLAT) would ameliorate nightmare frequency and waking distress overtime and achieve significantly better therapeutic outcomes in contrast to the Systematic Desensitization (SysD) technique. Results showed that the SLAT was efficacious in significantly ameliorating nightmare frequency overtime and in contrast to the SysD technique. It was concluded that weekly nightmares were more prevalent than previous retrospective findings had indicated and self-help nightmare treatments were efficacious in ameliorating nightmare frequency, associated waking distress and poor sleep.
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Robins, Daniel. "Melbourne's Maoists : the rise of the Monash University Labor Club, 1965-1967." Thesis, 2005. https://vuir.vu.edu.au/30211/.
Full textAbstract:
The rise of the Monash University Labor Club to the most prominent radical student
group in Australia by 1967 was the result of those radicalising events and ideologies
that had been emerging internationally, nationally and locally during 1965-67. Events
such as the escalation of the Vietnam War and the emergence of the Cultural
Revolution in China were particularly influential upon the student movement in
Australia during this period. Arguably the most influential ideological force upon the
Monash Labor Club during this period was the idea of Marxism-Leninism, or
Maoism, articulated by the Chairman of the Chinese Communist Party, Mao TseTung.
It is this radicalising role of Maoism upon the 1960's student movement in
Melbourne that will be the core concern of this thesis. Past studies concerned with the
Monash Labor Club in 1965-67 have tended to downplay the role of Maoist ideas at
Monash during this period. However, this thesis will attempt to show that it was the
Maoist ideas of Labor Club leaders like Albert Langer that allowed the club to rise to
such prominence in 1967. Furthermore this thesis will show how the connections
achieved by Langer with the Communist Party of Australia (Marxist-Leninist), and
certain Maoist-led Unions in Melbourne, played a significant role in the successful
aims, actions and campaigns carried out by the Labor Club in 1967.