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1
Stadler, Sophia. "Child disruptive behaviour problems, problem perception and help-seeking behaviour." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26942.
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Disruptive behaviour problems in early childhood are found to be associated with many negative long-term outcomes, such as antisocial behaviour, adolescent delinquency, and substance abuse (Kellam, Werthamer-Larsson & Dolan (1991), as cited in Butler, 2005:1). Even after adolescence this arises, for, as Vogel (2008:16) states the 'frequency of behavioural problems or challenging behaviour among the youth of today often predicts the size of our future prison population'. These findings clearly highlight the importance of early identification of behavioural problems, adequate preventative intervention (Butler, 2005:1) and the necessity for early intervention to prevent their continuity, since behaviour problems are found to worsen without treatment (Loeber, 1982, cited in Butler, 2005:1). The goal of this study is to gain an understanding of disruptive behaviour in primary school learners. To achieve this goal, the objectives of this are to explore the nature of child disruptive behaviour problems; to explore parents and teachers' problem perception of child disruptive behaviour; to explore the problem threshold of parents and teachers toward child disruptive behaviour; and to explore their help-seeking behaviour. The study's aim, therefore, is to better understand and gain more insight in child disruptive behaviour problems before a threshold is reached by parents and teachers and help is sought from social service professionals. The study uses an exploratory qualitative research design to gain insight into child disruptive behaviour problems, problem perceptions and help-seeking behaviour in the Southern Cape Karoo District in the Western Cape. Child disruptive behaviour patterns were analysed along a three-point continuum (from less severe - 'preventative'; to moderate - 'early intervention'; and most severe - 'statutory') based, on problem perceptions of parents, teachers and social service professionals. In addition, the present study examines parents and teachers' problem thresholds to identify help-seeking behaviour and sources. A purposive sampling technique was used to select the participants according to appropriation and availability. Parents and teachers were contacted to participate voluntarily in the research from schools in the area - Acacia Primary School, Baartmansfontein Primary School, Buffelsriver Private Primary School and Matjiesfontein Primary School. The social service professionals who participated consisted of social workers, social auxiliary workers and police officials from the Department of Social Development, Child Welfare SA and the South African Police Service. The study consisted of a broad range of child ages and parental ages. Parent participants also included biological and foster parents. Data was gathered by means of a semi-structured interview schedule administered during 24 individual interviews. The schedule is based on information obtained from the literature review relevant to the models and theories selected. Previous research done by Jessica Hankinson in 2009 in America on child psychopathology, parental problem perception, and help-seeking behaviours was used as a reference for creating the data collection tool, since she also focused on child behavioural problems and used similar models in the theories. This tool was created in such a way as to be relevant to the South African context. The findings confirmed the serious nature of child disruptive behaviour amongst primary school learners, including abusive behaviour, assault, bullying, fighting, swearing, theft, criminal involvement, substance abuse, truancy and school dropouts. The participants were found to be able to perceive their child's problem behaviour and to perceive themselves to be competent parents in dealing with disruptive behaviour. Child disruptive behaviour was found to have a significant effect on classroom learning. Despite legislation banning this, the participants still resort to punitive corrective measures. Stigma related to professional services and the privacy of the family are found to be very relevant in help-seeking efforts. This lead to the conclusion that child disruptive behaviour may become a normal and acceptable phenomenon, and thus leads to late reporting - and social services being contacted only as a last resort. The most important recommendation resulting from the study indicates that there is a need for prevention and early intervention services for child disruptive behaviour. This should address the escalation of the behaviour that later results in the need for statutory services. The study further indicates that various sectors (social workers, teachers, community structures and the departments) need to collaborate and form partnerships in order to enhance the early reporting of children in need and the accessibility and availability of services rendered in rural areas. This could enhance the early identification, reporting and service delivery in order to find problem resolutions.
2
De, Obeso Orendain Alberto. "Cognitive modelling of complex problem solving behaviour." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48917/.
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In the universe of problems humans face every day there is subset characterized by a salient dynamic component. The FireChief task (Omodei & Wearing 1995) is a fire-fighting computer simulation that can be characterized as the acquisition of interactive skills involving fast-paced actions cued by external information. This research describes the process followed to create a cognitive model of this complex dynamic task where full experimental control is not available. The cognitive model provides a detailed description of how cognition and perception interplay to produce the interactive skill of fighting the fire. Several artefacts were produced by this effort including a dynamic task fully compatible with ACT-R, a tool for analysing the data, and a cognitive model whose features enable the replication of several aspects of the empirical data. A key finding is that good performance is linked to an effective combination of strategic control with attention to changing task demands, reflecting time and care taken in informing and effecting action. The contributions of this work towards our understanding of complex problem solving are the methodological approach to the creation of the model, the design patterns embedded in the model (which are a reflection of the cognitive demands imposed by the nature of the task) and mainly an explanation of how skill, described in terms of strategy use, is acquired in complex scenarios. This study also provides a deeper understanding of the interactions observed in the Cañas et al. (2005) dataset, including a computational realisation of how cognitive inflexibility occurs.
3
Jasinksi, Jennifer Anne, and n/a. "Teaching adaptive behaviour to 'behaviour problem' high school students : an exploratory study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060801.160735.
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The purpose of this study was to determine whether the
Adaptive Behaviour group intervention effected a greater
immediate positive change on 'poorly adapted' student locus
of control, self esteem, group evaluation and perceived
behaviour than Helping Skills, Relaxation Training or No
Intervention group after eight weeks.
The three independent variables - Adaptive Behaviour, Helping Skills and Relaxation Training Group Interventions
- were devised and led by the Researcher and two school
counsellors respectively.
Measurement of the dependent variables was by the use
of the following instruments pre-test and post-test: Locus
of Control Scale for Children (Nowicki Strickland 1972);
Coopersmith Self Esteem Inventory (Coopersmith, 1982); and
researcher designed questionnaires.
A pre-test post-test group design was used in the
study. The subjects were years 7-9 High School students
identified by Student Year Advisers and the Assistant
Principal Student Welfare as being 'poorly adapted' and
'well adapted' to the school environment. Students were
randomly allocated - in year groups - to the intervention
and control groups.
Results indicated no short term significant positive
change in locus of control for any intervention or
controlgroup; no short term significant positive change in
self esteem for any intervention group; no significant
correlation between locus of control and self esteem scores
for any intervention group; positive pre and post-test
group evaluations for all groups; some positive short term
change in teacher and student perceptions of student
behaviour in regard to all three interventions. In some
cases students' behaviour in the experimental group (Group
A) was perceived more positively by teachers and students.
Some recommendations for further research are:
replication of the study over a longer period of time with
some modification to the experimental programme, the
research design and methods of measurement.
4
Parry, Lisa. ""Interpersonal behaviour and social problem solving in children" /." Adelaide, 1998. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psp264.pdf.
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5
Williams, Corrie. "The Interplay of Prosocial and Conduct Problem Behaviour: Implications for Developmental and Life-Course Criminology." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/402730.
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This thesis explored prosocial behaviour from a developmental and life-course perspective. In doing so, I fill two gaps in understanding in the role of prosocial behaviour in the deceleration of conduct problem behaviour. First, I explore how a developmental and life-course understanding of prosocial behaviour may shed light on whether prosocial behaviour is a facilitator or measurable outcome of the deceleration of conduct problem behaviour. Second, I explore how the social support perceptions of adolescents are related to their prosocial and conduct problem behaviour. Addressing a gap in knowledge on whether prosocial and conduct problem behaviour are driven by the same underlying factors. Ultimately, this thesis answers the overarching question––why should developmental and life course criminologists explore prosocial behaviour?
I explored this question through three studies that provide insight into the interplay of prosocial and conduct problem behaviour. The data for each of the three studies in my thesis were from the scales and sub-scales that form a part of the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) questionnaires (N= 4969; Female: 2447; Males: 2536). The participants were aged four to fifteen.
In study one, I explored the implications of different analytic approaches to empirically examining prosocial behaviour within a developmental and life-course criminology perspective. To meet the aim of this research a group based-trajectory model and a growth curve model of prosocial behaviour were estimated and compared. I examined the development of prosocial behaviour, by applying the two conventional approaches to empirically studying the development of antisocial behaviour. The findings of this research provide insight into where investigations of prosocial behaviour may conceptually fit within the developmental and lifecourse perspective. Also allowing for a deeper assessment of how different analytic approaches impact on the developmental and life-course understanding of prosocial behaviour development.
The results of study one indicated, that for this sample of children and adolescents, the developmental trajectory of prosocial behaviour (from age 4 – 15 years), may best be described as a single trajectory with variations around this trajectory. Conceptually, this positions prosocial behaviour development outside the realm of categorical explanations of behavioural development. The results did indicate that the development of prosocial behaviour is relatively stable with many children and adolescents maintaining their rank-ordering. Moreover, there was also evidence for more than three distinguishable trajectories of prosocial behaviour. Most of these trajectories, however, did not vary in shape and there was an absence of a distinct group of children and adolescents who were very low in prosocial behaviour. Thus, these findings suggest that the development of prosocial behaviour is a complex process that may not be captured taxonomically. In this sense the findings support the notion that there is a link between age-graded factors, such as socio-cognitive maturity, and prosocial behaviour, but that these associated factors drive variation around a single, normative developmental pattern of prosocial behaviour.
In study two, I expanded on the findings in study one by exploring how changes in prosocial behaviour and conduct problems are causally related over time. These investigations contribute to developmental and life-course criminology theory, an understanding of the role of prosocial behaviour in the deceleration of conduct problem behaviour. Many studies have explored the relationship between prosocial behaviour and conduct problems, however, very few studies, consider the longitudinal and causal direction of this relationship. Without a thorough understanding of the longitudinal and causal relationship between prosocial behaviour and conduct problems, it cannot be assumed that interventions that aim to foster prosocial behaviour will also decrease conduct problems.
The aims of study two were met by exploring a generalised cross-lagged panel model. This approach controls for fixed and occasion effects to allow for examination of short-term and long-term bi-directional patterns of change. The results indicated that whilst prosocial and conduct problems have a moderate amount of shared variance, there were differences in the bidirectional relationships of these behaviours. Specifically, there were only cumulative, longterm effects of prosocial behaviour change on conduct problems. These findings revealed no short-term predictive effect of conduct problems in one time period on prosocial behaviour in the next time period. There was, however, a short-term predictive relationship of prosocial behaviour in one time period on conduct problems in the next period. Specifically, higher prosocial behaviour in one time period predicted lower conduct problem behaviour in the next period.
Despite the lack of a short-term predictive effect of conduct problems on prosocial behaviour, cumulative changes in conduct problems, were strong enough to influence reductions in prosocial behaviour over time. This pattern also held for the long-term impact of prosocial behaviour on conduct problems. These findings suggest that although conduct problems may have a cumulative negative impact on prosocial behaviour, the strength of the short and longterm influence of prosocial behaviour on conduct problem behaviour may be enough to overcome this long-term impact.
The first two studies in my thesis revealed important insights into the general development of prosocial behaviour and how prosocial behaviour may influence and be influenced by conduct problems. In study three, I explored how the social support perceptions of early adolescents relate to both prosocial and conduct problem behavioural outcomes. These investigations are important as previous research provides some evidence to suggest that social support may be leveraged for strength-based interventions that both increase prosocial behaviour and decrease conduct problem behaviour. Other findings also indicate, however, that relative to adolescents who engage in prosocial behaviour, social support interventions may not be successful for adolescents who also engage in conduct problem behaviour, as they are less likely to perceive social support in their important contexts.
To meet the aims of study three, I explored a multivariate multiple regression to account for any covariation between prosocial behaviour and conduct problems and provide a comparison of how the social support perceptions of early adolescents may differently predict their prosocial and conduct problem behaviour. The findings of these explorations, indicated that adolescents’ perceptions of social support from their mothers predicted conduct problems and prosocial behaviour, as did perceived support within the school environment. There was no significant association between adolescents’ perceptions of peer social support and either their prosocial or conduct problem behaviour. Adolescents’ perceptions of peer social support, however, did moderate the relationship between adolescents’ perceptions of social support from caring adults in their school and their prosocial behaviour. Adolescents who perceived high levels of support from caring adults in their school environment also reported low levels of peer support, but this corresponded to high levels of prosocial behaviour.
Overall, I contribute to a developmental and life-course criminology understanding of the interplay of prosocial behaviour and conduct problems. I found that there was variability in the development of prosocial behaviour over time. This variability may be captured by a theoretical framework, such as Loeber’s developmental pathways theory, that explores the sequencing of the behaviour of children and adolescents. My finding that prosocial behaviour may facilitate the deceleration of conduct problem behaviour also provides empirical evidence for Loeber’s development pathways theory. Further, my results have practical implications, expanding on the existing evidence that guides strength-based developmental crime prevention approaches. The strengthening of social support provided to adolescents by their mothers and caring adults in the school environment may foster the deceleration of conduct problem behaviour.
Future research should focus on extending the understanding of how prosocial behaviour may relate to specific types of conduct problem behaviour and other factors that may both increase prosocial behaviour and decrease conduct problem behaviour (e.g., personality). Developmental and life-course criminologists already have a comprehensive framework for understanding the development of conduct problem behaviour. My thesis contributes an understanding prosocial behaviour from this perspective. Thus, not only should developmental and life-course criminologists explore prosocial behaviour, they are well placed to do so.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Crim & Crim Justice
Arts, Education and Law
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Johnson, Zöe L. "A functional analysis of problem behaviour after brain injury." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269879.
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Matthew, Andrew G. "Cognitive-behaviour therapy and problem drinking, a meta-analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51567.pdf.
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Turri, Mary Gwendolyn. "Effects of individual components of school-wide positive behaviour support on rates of problem behaviour." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45601.
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The purpose of this study was to examine the outcomes of the implementation of the individual components of School-wide Positive Behaviour Support (SWPBS) on rates of office discipline referrals. Data from 415 schools at varying years of implementation were drawn from a database of U.S. schools implementing SWPBS and using the School-wide Information System (SWIS; May et al., 2008) to enter and manage office discipline referrals. The implementation levels of each component of SWPBS were analyzed in relation to their effect on school-level rates of office discipline referrals, using multilevel modeling. In contrast to previous research, analyses did not indicate statistically significant associations among office discipline referrals and any of the measured SWPBS components. Possible reasons for results include a restricted range of implementation in the sample and lack of controlling for number of years implementing, as possible decreases in previous years were not captured in these analyses. Results are discussed in terms of implications for future research.
9
Barnard, Robert Seldon. "An examination of dysfunctional behaviour in Christian, Evangelical, mission organisations and strategies for managing the consequences of dysfunctional behaviour." n.p, 2004. http://ethos.bl.uk/.
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10
Schall, Ernest. "Problem gambling : a behaviour based on an illusion of control /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.pss298.pdf.
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Craig, Olivia. "Cognitive style and problem behaviour in boys in special schools." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343439.
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Sharman, Stephen Philip. "Cognition and decision making in problem gambling and gambling behaviour." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708760.
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Passmore, Hayley. "Adolescent problem behaviour: Can a supportive family protect disadvantaged youth?" Thesis, Passmore, Hayley (2014) Adolescent problem behaviour: Can a supportive family protect disadvantaged youth? Honours thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24119/.
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Problem behaviours among adolescents are currently a global public health and safety issue. Involvement in risky behaviours is especially high for youth who are made more vulnerable by contextual factors, such as a low socioeconomic status (SES). This study aimed to investigate protective factors that could ameliorate the relation between low SES and heavy adolescent problem behaviour involvement, namely, perceived family support. Adolescents’ (n = 109, 67.0% female, Mage = 14.73 years) reported on parental education and perceived family support, and risky behaviours were measured using innovative “real-time” experience sampling method. Whilst SES was associated with the adolescents’ problem behaviours in this study, family support did not moderate this relationship, above and beyond key covariates such as gender and ethnicity. Implications for future research are discussed in light of study findings.
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Landriault, Lynn J. "Nuisance black bear, Ursus americanus, behaviour in central Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ31447.pdf.
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Wiebe, Jamie. "Gambling behaviour and factors associated with problem gambling among older adults." online access from Digital Dissertation Consortium access full-text, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NQ79913.
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Armah, Prince Hamidu. "Teaching mathematical problem solving in Ghana : teacher beliefs, intentions and behaviour." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=228052.
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Recent curriculum reform agendas appear to exert pressure on teachers to incorporate Mathematical Problem Solving (MPS) meaningfully into their lessons, with the view to engaging pupils with real life problems, guessing, discovering, and making sense of mathematics. However, a comprehensive review of both government and academic literature indicate that understanding teachers' reform implementation decisions is largely unexplored, particularly within the Ghanaian context. The purpose of this mixed-methods sequential explanatory study was to identify factors contributing to teacher intentions to teach MPS by obtaining quantitative results from a survey of 375 primary teachers and then following up with six purposefully selected teachers to explore those results in more depth through interviews. Based on the Theory of Planned Behaviour (TPB), the quantitative phase of the study explored how certain different but interrelated belief variables such as attitudes towards the behaviour (AB), perceived norms (PN) and perceived behavioural control (PBC) lead to an explanation of teacher intentions to teach MPS, and an understanding of the contributions of relevant socio-demographic factors in defining these intentions in this context. In the follow up, qualitative phase, semi-structured interviews with six teachers were conducted to explore in depth the results from the statistical analyses. Results indicated that several beliefs about teaching MPS significantly contributed to AB, PN and PBC. Two factors, AB and PBC were found to have significant influences and accounted for 80% of the variance in the teachers' intent to teach MPS. Differences appeared to exist between private and public school teachers' for both intent and the three constructs (AB, PN, and PBC), whilst familiarity with the curriculum had an effect on teachers intentions only. In the qualitative phase, the study addressed some factors found to potentially influence teachers' intentions including MPS conceptions, past experience in mathematics, availability of resources, adequate classroom spaces and professional development opportunities. The quantitative and qualitative findings from the two phases of the study are discussed with reference to prior research. The results provide an understanding of the relevant social-cognitive processes which may influence a teacher's reform decisions, and in particular suggest strong implications for developing the capacity of schools to support teachers' intentions to implement curriculum reform policies.
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Tyler, Kenneth G. "The ecosystemic approach to changing chronic problem behaviour in primary schools." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/34620.
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This thesis presents nine papers that consider the ecosystemic approach. The first five deal with a range of theoretical issues including the development of the approach and aspects relating to personality, phenomenological psychology and systems theory. These papers show that ecosystemics is part of the tradition of humanistic educational psychology and more particularly that it is closely related to the work of George Kelly and Carl Rogers. They also show that the approach is based on the phenomenological reduction, imaginative variation and aspects of phenomenological interpretation and on a systems theory which takes an interpretive frame of reference. Four further papers deal with two studies with teachers in Leicestershire that relate theory to practice. The first considers a small-scale study involving twelve primary teachers. The third and fourth relate to a larger study involving thirty-five teachers. The second paper in this group considers both studies from a Rogerian point of view. These papers demonstrate the effectiveness of the approach in primary schools, its impact on teachers and links with the person-centred approach.
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Viola, Teresa. "Remediating behaviour problems in children with cognitive disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30229.
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This study examined the efficacy of conjoint behavioural consultation (CBC) in the remediation of behavioural problems in children with cognitive disabilities. Further, this study sought to determine whether parents' knowledge of behavioural principles and behavioural management skills improved as a result of participating in CBC. An A/B design was utilized with 6 children (ages 7--10), their parents and teachers. Children evidenced improvements in their target behaviours from baseline to treatment at home or at school (effect sizes = -2.11 to +1.35). Overall, children evidenced improvements in social skills, problem behaviours, or externalizing behaviours (Reliable Change Indices [RCI] = -0.27 to 3.29). Moreover, knowledge of behavioural principles increased significantly for two parents at posttest when compared to pretest (RCI = 1.25 to 3.47). Also, parents used more praise statements, fewer critical statements, and fewer no-opportunity commands at posttest than at pretest. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.
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Viola, Teresa. "Remediating behaviour problems in children with developmental disabilities." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.
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The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.
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Cheng, Grace Y. T., and n/a. "Measuring electronic information systems: the use of the information behaviour model." University of Canberra. Information Management and Tourism, 2002. http://erl.canberra.edu.au./public/adt-AUC20050628.150806.
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This study focused on measuring the importance and contribution of information obtained from the
library, particularly electronic information services (EIS), to success in solving clinical problems in
hospitals. Three research questions with three main hypotheses were advanced and tested on clinicians
in 44 hospitals in Hong Kong. The findings were tested against the framework from Wilson's (1996)
existing general information behaviour model, from which a new extended model for clinicians was
built. Measures of EIS were then derived from the new model.
The research was broadly divided into a series of five studies in two stages: nominal group,
quantitative survey, and interviews in the first stage, and randomized controlled study as well as the
analyses of statistical data and computer transaction logs in the second stage. The key results in Stage I
led to the studies in Stage 11. The randomized controlled study in Stage 11 attempted to reduce the
barriers identified in the information environment, with a view to test the results of an educational
intervention, and to confirm that the hypotheses were true given reduced barriers and the presence of
enabling conditions. The effects of the interventions in this experimental study were validated and
verified by statistical data and transaction logs.
Corroborative evidence from the two-stage studies showed that the three main inter-connected
hypotheses were supported: success in problem-solving is related to the information sources used; user
satisfaction is related to success in problem-solving; and EIS use is an indicator of user satisfaction.
EIS use is determined by a number of factors: the preference for EIS, the use of the library, the skills
and knowledge in searching, the profession of the user and the characteristics of the work environment.
Educational intervention was found to improve success in problem-solving, the attitudes, skills and
knowledge in searching, the satisfaction with and use of EIS, and is an important enabling condition.
The research rejected part of the first hypothesis posed that success in problem-solving is related to
clinical question posed and suggests that further research is needed in this area.
The study supported the extension of the general model to clinical information needs and
behaviours and found new relationships. The study found an additional determinant of EIS
satisfaction, the satisfaction with the information obtained. EIS satisfaction would not be changed by
educational intervention alone if the information obtained was not satisfactory. On the other hand,
education can improve EIS satisfaction regardless of whether the problem has been solved. Of critical
importance is the time factor in determining the use (or non-use) of EIS. There is new evidence that
the awareness of the user of an answer in literature is a determining factor for active searching.
Borrowing the concept of opportunity cost from economic theory, the researcher relates it with the
differing levels of self-efficacy and postulates a model for planning EIS and related library services.
From the new extended model of information behaviour, sixteen main measures or indicators
were tested on a proposed framework in developing performance measures to diagnose information
behaviours and predict EIS use, satisfaction and success in problem-solving. In measuring EIS, the
researcher suggested the holistic approach in assessing traditional (non-electronic) library and
information services as part of information behaviours of clinicians. The study pointed to the
imbalance between self-efficacy and the actual skills and knowledge of users in their searching
mentality and activities and the implication for library practice. Qualitative aspects that require further
research on measurement were suggested.
The study has important ramifications for theory and practice for the information professional.
The new extended model of information behaviour for clinicians establishes deterministic relationships
that help explain why an information search is pursued actively, continuously, or not at all. Measures
that have been derived from these relationships can help diagnose and predict information behaviours.
The study highlights the flexibility and utility of the general model of information behaviour. Also,
this is the first time that such a methodological approach has been adopted to derive EIS measures.
The application of the randomized controlled study methodology in information science was proven to
be feasible and yielded definitive results. The researcher proposes that further development of
information behaviour model should incorporate the element of knowledge generation process in an
organization.
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Brodd, Louise. "The help-seeking behaviour of dogs (Canis familiaris)." Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108919.
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During domestication, the dog( Canis familiaris), have become skilful in understanding human communication and also in communicating with humans. The wolf ( Canis lupus), is not as skilled with this interspecific communication. When dogs are faced with an unsolvable problem, they seek help from human by e.g. gazing at them. This behaviour has been studied and both age and breed group differences have been showed. In this study, we presented dogs with a task that consisted of a solvable and unsolvable problem in order to see if they gazed at their owner and/or an unfamiliar person for help. Although we did not find any difference in breed groups regarding gazing at humans, we did find that adult dogs (dogs older than 2 years) gazed more frequently at their owner and for a longer duration than adolescent dogs (6 months to 2 years). This may be because the adult dogs have more experience of this communication with humans, as they have lived longer with them. These findings empathize the bond between a dog and its owner that seems to grow stronger during the dogs’ life.
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Toogood, Alexander. "A comparison of functional assessment methods." Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321398.
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Barrow-Green, June. "Poincaré and the three body problem." n.p, 1993. http://ethos.bl.uk/.
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Beyrouthy, Camille. "Models, solution methods and threshold behaviour for the teaching space allocation problem." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10576/.
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Universities have to manage their teaching space, and plan future needs. Their efforts are frequently hampered by, capital and maintenance costs, on one hand, pedagogical and teaching services on the other. The efficiency of space usage, can be measured by the utilisation: the percentage of available seat-hours actually used. The observed utilisation, in many institutions, is unacceptably low, and this provides our main underlying motivation: To address and assess some of the major factors that affect teaching space usage in the hope of improving it in practise. Also, when performing space management, managers operate within a limited number and capacity of lecture theatres, tutorial rooms, etc. Hence, some teaching activities require splitting into different groups. For example, lectures being too large to fit in any one room and seminars/tutorials being taught in small groups for good teaching practise. This thesis forms the cornerstone of ongoing research to illuminate issues stemming from poorly utilised space and studies the nature of constraints that underlies those low levels of utilisation. We give quantitative evidence that constraints related to timetabling are major players in pushing down utilisation levels and also, devise "Dynamic Splitting" algorithms to illustrate the effects of splitting on utilisation levels. We showed the existence of threshold between phases where splitting and allocation is "always possible" to ones where "it's never possible", hence, introducing a practical application of Phase Transition to space planning and management. We have also worked on the long-term planning aspect of teaching space and proposed methods to improve the future expected utilisation.
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Timm, Victoria Margaret. "Behaviour problems in primary schools in Mamelodi." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.
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Schulze-Henning, Daniela. "An examination of the relationships between patterns of attachment, self-esteem, social problem-solving and drinking behaviour in problem drinkers." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/25163.
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Introduction. Early psychological and environmental factors appear to play an important role in the development of alcohol abuse and alcohol dependence and increasing self-esteem and problem-solving abilities is often the aim of psychological interventions for these problems. The purpose of this study was to examine parental bonding, self-esteem and problem solving in alcohol-dependent individuals, using multi-dimensional measures. Method. An inpatient sample from a specialist treatment facility consisting of 90 volunteers who completed questionnaires focusing on alcohol consumption (Timeline Followback), alcohol-related problems (Alcohol Problems Questionnaire), self-esteem (The Self- Liking/Competence Scale [Revised]), social problem solving (Social Problem Solving Inventory [Revised]) and perceived parenting (Parental Bonding Instrument). Inclusion/exclusion criteria were applied. The data were analysed using Pearson Correlations and Stepwise Regression. Results. Alcohol problems were related to maternal parenting patterns but not paternal parenting patterns. A significant negative relationship was found between social problem solving and alcohol problems; a positive significant relationship was found between alcohol problems and the dysfunctional styles of social problem solving (Negative Problem Orientation, Impulsivity/Carelessness Style, Avoidance Style). Both aspects of self-esteem were significantly related to parental care, social problem solving and alcohol-related problems. The hypothesised role of self-esteem as a mediator between Maternal Care and alcohol problems, and between social problem solving and alcohol problems, was not supported. Conclusions. In problem drinkers, dysfunctional aspects of problem solving and low maternal bonding during childhood and adolescence appear to be related to their alcohol problems. Although a role for self-esteem in the development and maintenance of alcohol problems has been identified, the precise mechanisms through which self-esteem, problem solving and parental bonding are connected with alcohol problems have yet to be established. However, self-esteem and social problem solving need to be considered as important factors when planning treatment options. In addition, the negative effects of drinking alcohol at an early age on problems later in life were discussed.
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Howell, Angela 1970. "Interpersonal negotiation strategies and ego development in relation to maladaptive behaviour in preadolescents." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23844.
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Interpersonal negotiation strategies and ego development of 32 preadolescents attending a day treatment program and 33 non-referred, demographically matched preadolescents was compared. The Interpersonal Negotiation Strategies Interview was used to assess perspective taking across contexts of familiar vs. unfamiliar, peer vs. adult interpersonal dilemmas. Referred preadolescents generated developmentally lower strategies than non-referred preadolescents, specifically in contexts involving unfamiliar adults and familiar children. Level of perspective taking predicted parent's rating of maladapted behaviour on the Child Behaviour Checklist-Revised. Ego development was not supported as a moderator but was positively related to perspective taking, suggesting that similar pathways of development underlie each measure.
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Lorenc, Diana. "An investigation of mothers' attributions and affective and behavioural responses to pre-school children's problem behaviour : a group comparative study." Thesis, Open University, 1997. http://oro.open.ac.uk/57703/.
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An independent groups comparative design was used to investigate mothers' attributions and affective-behavioural responses in relation to their pre-school child's problem behaviour. Mothers' beliefs about the age at which children develop aspects of social understanding and skills was also investigated. One group involved mothers whose pre-school child was identified as presenting with a behaviour problem, a second group involved' mothers of a 'non-problem' pre-school child. A premise of the research, however, was that all young children will at times present their parents with behaviour management problems. Participants were recruited from a number of sources, predominantly within community settings. Twenty-one participants were assigned to each group. The main findings were that groups differed significantly in terms of the extent to which participants believed their child had misbehaved in order to deliberately upset them, with problem group participants rating their child as having acted more intentionally. There was some evidence that groups also differed in relation to the extent to which they believed their cnild had control over the causes of their misbehaviour, with non-problem group participants rating their child as having more control. No group differences were found in terms of mothers' estimates of the age at which children develop a range of skills and understanding. Groups were also found to differ significantly in the number of child misbehaviour incidents they resolved and the type of behaviour response strategies used. Participants in the non-problem group were more likely to use 'co-operative' responses than those in the problem group. There was also a suggestion of some differences between groups in terms of reported affective responses to child misbehaviour. Results are discussed in relation to previous research and relevant theoretical literature. Implications for clinical practice and directions for future research are suggested.
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Kwong, Oi-man. "The effect of metacognitive training on the problem solving behaviour of primary 6 students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35517797.
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Turkington, R. W. "In search of the disruptive pupil : Problem behaviour in secondary schools, 1959-1982." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377866.
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Baly, A. R. "Multisystemic therapy for problem sexual behaviour : families' perspectives on therapeutic processes and outcomes." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1517951/.
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This volume is comprised of three parts. Part 1 is a systematic literature review examining critically whether the current adolescent sexual offender evidence base supports the existence of a causal relationship between empathy and adolescent sexual offending. Sixteen articles covering cognitive and affective aspects of general empathy, victim empathy, and victim-specific empathy were identified. The evidence base as a whole was found to be limited and sometimes contradictory, meaning that no conclusive evidence of a causal link between empathy and adolescent sexual offending could be found. Part 2 presents the empirical paper. Using thematic analysis of interview data, this study explored the experiences of eight young people and ten caregivers who had undertaken Multisystemic Therapy for Problem Sexual Behaviour (MST-PSB). Eight themes were identified for young people and ten themes for caregivers. Participants were found to experience strong negative emotions and cognitions linked to issues around stigmatisation, which led to barriers to engagement such as the use of denial. A strong therapeutic relationship was found to underpin several different processes of engagement and change in MST-PSB (including processes around denial, the development of new knowledge and skills, and processes that helped to break down barriers between the young person and caregiver), leading to improvements in the young person’s behaviour and in caregiver-young person relationships. Finally, Part 3 is a critical appraisal of some of the epistemological and personal assumptions relating to my research.
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Ramsay, Janet Marshall. "Secondary school staff's understanding of the relationship between problem behaviour and language difficulties." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4884/.
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The high incidence of undiagnosed language difficulties in students experiencing problem behaviours was the genesis of this exploratory study. The study considered how adults supporting these students understood the relationship between behaviour problems and language development. A mixed methods methodology was adopted and the study was located within a critical realist ontological stance and a constructionist epistemological position. Semi-structured interviews and a Q sort were used for data collection. Eight participants were interviewed and 20 participants completed the Q sort. The participants were Special Educational Needs Coordinators and Pastoral Managers based in local authority schools in the North of England. Thematic analysis was used to analyse the interview data set and the Q sort was analysed by an inverted factor analysis with a qualitative interpretation of the resultant factors. Finally, an integrated analysis using triangulation was conducted and this identified three meta-themes which indicated that despite a range of recent initiatives, school staff continued to have a limited understanding of the relationship between problem behaviours and language difficulties. School staff perceived their expertise to be within their subject areas and pedagogy and there was a reliance on previous experience and existing practice when considering causal relationships and interventions. The study has implications for Educational Psychology practice at casework and systems levels as well as for commissioning of services. Educational Psychologists (EPs) need to be aware that how school staff understand the relationship between behaviour and language may preclude the identification of language difficulties, as may their own theoretical lens. EPs can promote the development of data collection systems and interventions for language skills as well as supporting the initial training and continuing professional development of teachers in this area. Commissioners of services need to include EPs in multi-disciplinary teams to conduct comprehensive assessments of students with behaviour difficulties.
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Robertson, Denise L. "Making Sense of Psychosis: Parental Attributions for Problem Behaviour in Recent Onset Psychosis." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365597.
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The onset of a psychotic disorder causes much distress, and has negative health consequences, for the affected individuals and their families. As the highest risk time for initial onset of psychoses is in late adolescence and early adulthood, most people developing psychoses live with their parents. Often the sufferer has little insight into their deteriorating mental health, and is reliant on parents to identify that there is a problem and to seek treatment for the sufferer. However, during the onset of psychoses behaviour often gradually deteriorates, and the family members are often confused about what might be causing the changes in the young person. This confusion about what to attribute the problem behaviours to has at least two potentially important effects. First, family members seem unlikely to seek treatment for the young person until they recognize psychiatric disorder is at least contributing to the young persons’ behaviour. Consistent with this possibility, it is known that there is usually a substantial delay (of two or more years) between the initial onset of psychiatric symptoms and young people accessing treatment. Second, relatives often suffer considerable distress and care giver burden as a psychosis develops in their offspring. The attributions they make for the emerging abnormal behaviours of their offspring might well mediate the extent of that suffering. Two studies were conducted. The first examined the attribution of parents of young people with and without a recent onset psychoses for abnormal behaviour in young people. The second study examined whether parent attributions predicted distress and care giver burden in parents of young people with recent onset psychoses...Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD)
School of Psychology
Griffith Health
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Kwong, Oi-man, and 鄺藹文. "The effect of metacognitive training on the problem solving behaviour of primary 6 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35517797.
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Prasher, Sanjay. "Examining the Predictors of Technical and Consumer Innovation in Black-Capped Chickadees (Poecile atricapillus)." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38447.
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Behavioural innovation, the use of new behaviours or modification of existing ones in novel contexts, has been suggested to aid animals in meeting the demands of new or changing environments. Many researchers have studied intra-specific variation in the propensity for technical innovation (i.e. use of new or modified motor actions) using problem-solving tasks, but have found mixed results concerning the influence of individual and ecological variables. Relatively few researchers have investigated the predictors of consumer innovation (i.e. consumption of novel food). The aim of the work presented within this thesis is to ascertain which characteristics explain intra-specific variation in the propensity for technical and consumer innovation in black-capped chickadees. In chapter 2 I analyze dominance rank, exploratory tendency, and habitat urbanization as predictors of problem-solving performance and persistence. I found, for one of the tasks presented to the birds, that dominants outperform subordinates, particularly among rural individuals. This goes against predictions from the necessity drives innovation hypothesis, but may be explained by differences in experience, as adults were found to outperform juveniles in a follow-up analysis. There was also evidence for a positive relationship between exploratory tendency and lever-pulling performance. The lack of consistency in performance across tasks likely arose from differences in task characteristics. In chapter 3 I analyze the predictors of food neophobia and willingness to consume novel food using the same variables as before, as well as baseline levels of corticosterone. I found that birds responded differently to each novel food type and individuals became less neophobic and more willing to consume novel food items as the study progressed through autumn. Additionally, I found a negative relationship between baseline corticosterone levels and food neophobia, and a positive relationship between corticosterone levels and the propensity for consumer innovation. This finding is in line with the knowledge of higher baseline corticosterone driving foraging behaviour. Overall this work provides further insights into the characteristics that may drive innovation and allow animals to meet novel challenges or take advantage of novel opportunities in their environment.
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Georgiev, Milen Svetoslavov. "Optimizations of morphology, behaviour and evolution in multi-agent systems for predator-prey pursuit problem." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13155945/?lang=0, 2020. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13155945/?lang=0.
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The objective of this research improving the overall performance of MAS by minimizing the time needed to solve the predator-prey problem by evolutionary optimizing (coevolving) both the morphology and behaviour of agents, and minimizing the runtime needed by evolutionary framework – genetic programming to successfully accomplish such a coevolution. The experimental results obtained suggest that an asymmetric morphology of the very simple predator agents coevolved with their intricate “driving” behaviour results in a most efficient behaviour of the agents.博士(工学)
Doctor of Philosophy in Engineering
同志社大学
Doshisha University
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Priddis, Lynn E. "The effects of participation in a socio-psychoeducational resource centre programme on the school behaviour of primary school boys with behavioural and emotional problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1134.
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This study examined the relationship between child and family factors, treatment approaches, and behavioural outcomes in a socio-psychoeducational resource centre for children with behavioural and emotional problems. Twenty four boys aged between five and twelve years on entrance to the centre were rated on “A Children's Behaviour Questionnaire for Completion by Teachers - Child Scale B” (Rutter, 1967). Data was also collected on the following variables: reading achievement, intelligence, problem severity, problem type, family disturbance, family involvement, and child living situation. On the basis of the type of problem the boys presented with they were selected for an additional therapy programme. Baseline data was collected from the referring school, on entrance to the programme, at six, monthly intervals whilst enrolled in the centre, on exit from the programme, and at follow-up three to four years after exit from the programme. Descriptive statistics or the child and family variables at entrance, exit, and follow-up are reported. Data on the main outcome variable was analysed using repeated measures ANOVA and multiple regression analyses. Results show that the S.P.E.R. Centre had behavioural improvement similar to other published studies. The older, more intelligent boys, and those selected for regular individual therapy sessions, tended to fare best.
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Johnson, Dylan. "The Relationship Between Profiles and Transitions of Problem Behaviour in Elementary-School Children and Engagement in Health-Risk Behaviours in Early Adolescence." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37710.
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Data from the National Longitudinal Survey of Children and Youth (NLSCY), a nationally representative and prospective cohort, was used to explore patterns of problem behaviour in elementary school aged children across time and their association to adolescent health-risk outcomes. Latent profile analyses identified four profiles of problem behaviour: (1) low on all problem behaviours, (2) moderate on all problem behaviours, (3) high on all problem behaviours, and (4) high on hyperactivity/inattention and internalizing. This measurement invariant trend was observed at ages 6/7, 8/9, and 10/11. Transition patterns between these profiles of problem behaviour from ages 6/7 to 10/11 were also identified (n=8,266). The association of these profiles and transition patterns with health-risk outcomes were computed using logistic regression modelling. While patterns of persisting problem behaviour were associated with suicidal thoughts, substance use, and delinquency, they did not differ from the profile at age 10/11 years, where the “Moderate all” and “High all” profiles of problem behaviour predicted the most health-risk outcomes in adolescence. The most recent assessment of problem behaviour in adolescence was as good of a predictor of adolescent health-risk outcomes relative to patterns of problem behaviour across time.
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Bajuk, Kristine J., of Western Sydney Nepean University, and Faculty of Education. "Self concept and anxiety in behaviour disordered middle school children: discrepancy between self report and observer rating." THESIS_FE_XXX_Bajuk_K.xml, 1995. http://handle.uws.edu.au:8081/1959.7/135.
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This thesis examines the perceptions of interpersonal adequacy held by preadolescent behaviour disordered boys through comparisons with perceptions held of them by putative significant others and normative comparison with their peers. The sample, selected according to behavioural status, comprised 70 boys drawn from 22 regular primary schools in south west Sydney, Australia. Thirty five boys, identified as behaviour disordered, were matched with boys whose behaviour was perceived to be appropriate in the school setting. An overview of the results would suggest that the influence of selected putative significant others on the multidimensional self concepts of preadolescent boys is not universal and varies according to behavioural classificationDoctor of Philosophy (PhD)
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Frentz, Marie. "Topics on subelliptic parabolic equations structured on Hörmander vector fields." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-51604.
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Wang, Wen-Chia. "The effects of individual differences on mobile phone users’ operational behaviour." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5297.
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Mobile handset technology has improved greatly in recent decades. Improvements in hardware and software conduce the importance of the handset as a computer. Whilst the mobile phone industry and researchers emphasise understanding users from sociological aspects, such as services, usage habits, functionalities and so forth; this research aims to seek the variables that impact upon users’ interactions with the phone from the root-individual differences. For the purpose of placing mobile phone users at the core of the interface design process, the individual differences of gender, cognitive style and user experience were applied as the main variables in this research. Accordingly, to examine individuals’ differences and their operational behaviour with phone interfaces, the effects of cognitive style and user experience present stronger impact on the user performance than gender. The two factors were then investigated with regard to individuals’ operational behaviour with phone interfaces. This research then developed categories to link the theoretical attributes of cognitive style and phone users’ practical operational behaviour. Furthermore, the impact of cognitive style on the users’ operational behaviour was also connected to individuals’ problem solving ability. Meanwhile, the effect of user experience was investigated with a novel methodology-Taxonomy of Experience. The results revealed necessary elements that the users cared about the most, and these differed from the interface design guidelines of phone industry. This PhD thesis presents the application of the triangulation method to explore the variables that impact upon individuals’ interaction with mobile phone interfaces, specially concerned with mobile phone interface design from a psychological perspective, and provides a deeper understanding of users for future design events. More importantly, this research delivered the concept of understanding users before conducting design.
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Chinn, Stephen. "Investigating the survivability of an ecological, family-centered positive behaviour intervention with a family of a child with a developmental disability and problem behaviour." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42339.
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The purpose of this study was to replicate the work of Lucyshyn et al. (2011) and Binnendyk (2009) by investigating the survivability of an intervention based upon an ecological, family-centered positive behaviour support approach to assessment and intervention. The approach integrates child behaviour, parent-child interaction, and family activity settings into an ecological unit of analysis aimed at improving child behaviour, parent-child relationships, and promoting meaningful changes in the functioning of the family. One family of a child with autism and problem behaviour participated. Two home-based family routines were targeted for assessment and intervention. A quasi-experimental, multiple baseline design across two family routines was used to evaluate the association between implementation of the intervention and child behaviour. Results documented substantial improvements at the point of intervention in child problem behaviour and routine steps successfully completed in the two family routines. These improvements maintained up to 8 months post-intervention. Sequential analysis methods were used to examine changes in parent-child interaction across baseline and intervention conditions. Results offer robust, categorical evidence of the transformation of coercive processes of parent-child interaction into constructive processes of interaction following implementation of the intervention. Social validity and goodness-of-fit results indicated that the intervention was acceptable and contextually appropriate within the ecology of the family. A high level of parent implementation fidelity was sustained across the intervention and follow-up phases. Despite positive outcomes, meaningful improvements in family functioning were not reported. Results are discussed in terms of contributions and relationship to the literature, implications, cautions and limitations, and future research.
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Giles, Amanda. "An examination of the expressed emotion of parents of children with learning disabilities and problem behaviour." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273348.
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Lyons, Alina Frances. "The effects of a play-based social emotional learning program on problem behaviour and social responsibility." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50819.
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A growing realization of the importance of addressing social–emotional, in addition to academic, development in schools highlights the importance of establishing an evidence base for SEL initiatives. The current study is an evaluation of one SEL initiative, Play Is The Way™ (McCaskill, 2011) which uses physically interactive games to promote social-emotional competencies and positive school climates.
Play Is The Way™ was implemented in 5 classrooms of one elementary school. Five additional classrooms delayed implementation and served as comparison classrooms. Across the 10 Kindergarten through Grade 7 classrooms, 79 students were randomly selected and outcome measures were completed by teachers for those students before and after the intervention was implemented. Outcome measures included the Social Responsibility Quick Scale (British Columbia Ministry of Education, 2001), a measure of social responsibility, and the Behavior Assessment Scale for Children – Second Edition (Reynolds & Kamphaus, 2004), a measure of problem behaviour. A mixed-effects analysis of variance was used to determine if there were increases in social responsibility and decreases in problem behaviour in implementing classrooms. Gender and grade were included as predictors. Significant interactions were found on the externalizing outcome variable, between treatment group and gender, and on both the externalizing and internalizing outcome variables, between treatment group and grade. Results do not clearly support the use of PITW to reduce externalizing and internalizing behaviours, or to increase social responsibility in elementary students. Effect sizes indicated medium reductions in externalizing behaviours for upper elementary students and for male students; medium increases in externalizing behaviours for female and upper elementary students; medium reductions in internalizing behaviours for upper elementary; and large increases in internalizing behaviours for lower elementary students. Effect sizes indicating medium increases in social responsibility in the treatment group.
Limitations of the current study include that classrooms were not randomly assigned to conditions, measures were completed by classroom teachers who also implemented the program, fidelity information was not available, and baseline ratings on the BASC-2 indicated a lack significant challenges in the areas measured by outcome variables. Results are discussed in light of these limitations, and the implications for future research and practice.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Atzaba-Poria, Naama. "Risk factors for problem behaviour : a comparison between ethnic minority and majority children living in Britain." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/843171/.
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In this study the risk factors for problem behaviour in childhood were investigated, and differences between ethnic minority and majority children were examined. The study had two main goals. Firstly, to examine the differences in problem behaviour between ethnic minority and majority children and to explore variation in children's adjustment within the Indian group according to parental acculturation style. Secondly, to identify the risk factors for problem behaviour and to investigate the manner by which they act together in putting children at risk. The sample consisted of 125 children between the ages of 7 and 9.6 (M=8.51, SD=.62) and their parents. Fifty-nine children were English (28 boys and 31 girls) and 66 were Indian (36 boys and 30 girls). Parents and teachers completed questionnaires regarding the children's problem behaviour. Both mothers and fathers provided reports of the children's temperament, their parenting style, their use of discipline, marital satisfaction, social support and job spillover. In addition, the children's IQ was assessed, and the children also reported about their own self-worth, their parents' behaviour, the sibling relationship, and friendship quality. Finally, parent-child mutuality and parenting behaviour were coded from a videotaped parent-child interaction task. Addressing the first goal, results indicated that Indian children exhibited more internalising problems than their English peers. Furthermore, within the Indian group, children of mothers who adopted a marginalisation style of acculturation, and whose parents spoke less of their Indian language, exhibited more problem behaviours. Addressing the second goal, results supported the cumulative model, indicating that the extent of risk, rather than the specific type of risk, influenced children's behaviour. For example, 47% of the variance of total problem behaviour was accounted for by the cumulative risk index. Support was also found for some mediation effects. Specifically, parenting was revealed as one of the main mediators between risk factors and problem behaviour. Finally, moderation effects were found only for a limited number of cases, suggesting that risk factors act more in an additive than interactive manner. The findings demonstrate the importance of considering multiple risk factors when studying children's problem behaviour, and illustrate the utility of the ecological model.
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Bates, Caroline. "Teachers' judgements of reading achievement : the influence of problem behaviour and the degree of teacher accuracy /." Title page, contents and introduction only, 1997. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb329.pdf.
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Thomys, Oliver. "Asymptotic Behaviour of Capillary Problems governed by Disjoining Pressure Potentials." Doctoral thesis, Universitätsbibliothek Leipzig, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:15-20100412-072001-8.
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Hunter, William Frederick Johannes Richard. "The role of integrity and personality in counterproductive work behaviour." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86570.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Organisations attempt to select employees that will make an effective contribution towards organisational performance. Traditionally, the emphasis was on selecting new staff on the basis of cognitive and behavioural attributes, which are linked to positive constructs such as technical competence, involvement, commitment and productivity. More recently, the domain of staff selection has widened to include the selection of individuals who would avoid counterproductive work behaviours. Based on previous studies, this study investigated the three most dominant constructs in this domain, i.e. personality, integrity and counterproductive work behaviour. The goal of this study was to investigate the relationship between selected personality dimensions and integrity, and how these personality dimensions and integrity are related to counterproductive work behaviour. Based on the existing literature, a theoretical model depicting how these constructs are related to one another was developed and a number of hypotheses were formulated. The data for this study were obtained via questionnaires from a non-probability sample in the South African retail and security industries. The total sample size consisted of 1176 non-managerial employees and job applicants. The postulated relationships were empirically tested using various statistical methods. Reliability analyses were done on all the measurement scales and adequate reliability was found. The content and structure of the measured constructs were investigated by means of confirmatory, and where necessary, exploratory factor analyses. The results indicated that reasonable fit was achieved for all the refined measurement models. Subsequently, Structural Equation Modelling (SEM) was used to determine the extent to which the conceptual model fitted the data obtained from the sample and to test the relationships between the constructs. In line with previous research, the results indicated positive relationships between conscientiousness and integrity, and adjustment and integrity. Negative relationships between neuroticism and integrity and fearfulness and integrity were found. Contrary to the literature, agreeableness showed a negative relationship with integrity and external locus of control and personalised power showed non-significant relationships with integrity. In line with the literature, positive relationships were found between neuroticism and counterproductive work behaviour, external locus of control and counterproductive work behaviour, personalised power and counterproductive behaviour. Negative relationships were found between conscientiousness and counterproductive work behaviour, and integrity and counterproductive work behaviour. Contrary to the literature, positive relationships were found between adjustment and counterproductive work behaviour, and agreeableness and fearfulness showed non-significant relationships with counterproductive work behaviour. The present study contributes meaningfully to existing literature on personality, integrity and counterproductive work behaviour by providing insights into the nature of the relationships amongst these constructs. The study also specifies practical implications to be considered by management in order to enhance integrity behaviour and to reduce counterproductive behaviour in organisations. The limitations and recommendations provide additional insights and opportunities to be explored through future studies.
AFRIKAANSE OPSOMMING: Organisasies poog om werknemers aan te stel wat ‘n doeltreffende bydrae tot organisatoriese werkverrigting sal lewer. Voorheen was die klem hoofsaaklik op die keuring van personeel aan die hand van positiewe konstrukte soos vakkundige bedrewenheid, sowel as kognitiewe en gedragseienskappe, byvoorbeeld betrokkenheid, verbondenheid en produktiwiteit. Die fokusgebied van personeelkeuring het egter onlangs verder uitgebrei sodat teen-produktiewe werksgedrag as ‘n bykomende konstruk ingesluit is. Hierdie studie fokus op die drie mees prominente konstrukte op hierdie terrein, naamlik persoonlikheid, integriteit en teen-produktiewe werksgedrag. Die doel van hierdie studie was om die verwantskap tussen bepaalde persoonlikheidsfaktore en integriteit te ondersoek en vas te stel hoe die gekose persoonlikheidsfaktore en integriteit met teen-produktiewe werksgedrag verband hou. ‘n Teoretiese model wat aandui hoe die verskillende konstrukte met mekaar verband hou, is op grond van die bevindings wat in bestaande literatuur vervat is, ontwikkel. Verskeie hipoteses is geformuleer. Die data vir hierdie studie is deur middel van vraelyste ingesamel. ‘n Nie-waarskynlikheidsteekproef in die Suid-Afrikaanse kleinhandel- en veiligheidsektore is gebruik. Die totale steekproef het bestaan uit 1176 persone in nie-bestuursposte asook werkaansoekers. Die gepostuleerde verwantskappe en die konseptuele model is empiries met behulp van verskeie statistiese metodes getoets. Betroubaarheidsontleding van die relevante meetinstrumente is gedoen en voldoende betroubaarheid is gevind. Die inhoud sowel as die struktuur van die konstrukte is ontleed aan die hand van bevestigende en, waar nodig, verkennende faktorontleding. Die resultate het redelike goeie passings vir al die hersiene metingsmodelle getoon. Vervolgens is Struktuur-Vergelykings-Modellering (SVM) aangewend om te bepaal in hoeverre die konseptuele model die data pas, en om die verwantskappe tussen die verskillende konstrukte te toets. Ooreenkomstig vorige navorsing is positiewe verwantskappe gevind tussen toegewydheid en integriteit, en tussen aanpassing en integriteit; negatiewe verwantskappe tussen neurotisisme en integriteit, en vrees en integriteit; positiewe verwantskappe tussen neurotisisme en teen-produktiewe werksgedrag, eksterne lokus van kontrole en teen-produktiewe werksgedrag; verpersoonlikte mag en teen-produktiewe werksgedrag; negatiewe verwantskappe tussen toegewydheid en teen-produktiewe werksgedrag, en integriteit en teen-produktiewe werksgedrag. Teenstrydig met vorige navorsing is ‘n negatiewe verwantskap gevind tussen inskiklikheid en integriteit. Ook teenstrydig met vorige navorsing is onbeduidende verwantskappe gevind tussen inskiklikheid en teen-produktiewe werksgedrag, eksterne lokus van kontrole sowel as verpersoonlikte mag en integriteit, asook tussen inskiklikheid, vrees, en teen-produktiewe werksgedrag, en aanpassing en teen-produktiewe werksgedrag. Hierdie studie vul die bestaande literatuur aan ten opsigte van persoonlikheid, integriteit en teen-produktiewe werksgedrag deurdat dit insig verskaf betreffende die aard van die verband tussen hierdie konstrukte. Die studie noem ook praktiese implikasies wat deur bestuur oorweeg kan word om bestuurspraktyke te verbeter ten einde integriteitsgedrag te verhoog, asook teen-produktiewe werksgedrag te verminder. Die beperkings van die studie wat uitgelig word en aanbevelings wat gemaak word, verskaf bykomende insig en moontlikhede wat in toekomstige navorsing ondersoek kan word.
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Cunial, Kimberley Jane. "Developing an instrument for measuring teachers' reactive-proactive responses to disruptive behaviour in educational settings /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19788.pdf.
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Rajlic, Gordana. "Comparison of the approaches to assessing statistical interactions : an application to risk factors for adolescent problem behaviour." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48497.
Full textAbstract:
The purpose of the current project was to utilize and compare several approaches to assessing interactions among continuous variables. The approaches used in the project were: (a) multiple regression, (b) unconstrained mean-centered approach (Marsh, Wen, & Hau, 2004), (c) orthogonalizing approach (Little, Bovaird, & Widaman, 2006), and (d) latent moderated structural equations approach (LMS; Klein & Moosbrugger, 2000). The last three approaches utilize the latent variables modeling framework, and they address some of the limitations of multiple regression related to the assumption that the predictors are measured without error. All selected approaches were applied to a problem from psychology domain concerned with adolescent problem behaviour. Specifically, the interactions between certain risk factors relevant for adolescent delinquency (i.e., low self-control, family risk, and neighbourhood risk) were assessed. The International Youth Survey data collected from 3114 students in grades 7 to 9, in the city of Toronto, were utilized in the study. The results obtained by the different approaches were compared and their consistency was examined in terms of the existence, direction, and strength of the relations of interest (specifically, the statistical significance, sign, and magnitude of the obtained coefficients were examined, as well as the magnitude of the standard errors and model fit indices). According to the results of the comparison, there was a considerable consistency in the results of the different approaches. However, some differences were also noted. The obtained differences are of importance as they may affect researchers’ conclusions in regard to the substantive problems of interest. The current study provided a number of highlights that may be of interest to researchers focused on methodological as well as applied aspects of assessing interactions.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate