Relevant bibliographies by topics / Self-perceptions / Dissertations / Theses

Dissertations / Theses on the topic 'Self-perceptions'

To see the other types of publications on this topic, follow the link: Self-perceptions.
Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Self-perceptions.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Gongxeka, Vuyokazi. "Employee perceptions of self-employment." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1603.

Full text
Abstract:
The perception that someone has of an entrepreneurial career ultimately influences his/her decision to pursue such a career path. By investigating employees' perceptions of owning a business, this study provides insights regarding the question of why so few South Africans embark on this path. Entrepreneurship is regarded by many as the solution to South Africa’s employment and economic problems. As such, an understanding of the reason why some people become entrepreneurs and others do not could provide solutions on how to stimulate entrepreneurship among all South Africans, and hopefully increase the levels of entrepreneurship in the country. The purpose of the study was to contribute to the field of entrepreneurship by investigating the perceptions and attitudes that employees have regarding an entrepreneurial career, that is, to ask employees what they think having their own business might be like. By investigating these perceptions, the researcher looked for reasons why many individuals remain in the employment of others rather than embarking on an entrepreneurial career, as well as establishing whether these employees had intentions of starting their own businesses, Therefore the primary objective of this study was twofold, namely to establish the perceptions that employees have regarding self-employment, running their own business or following an entrepreneurial career, and to establish the influence of these perceptions on their entrepreneurial intentions. After conducting a comprehensive literature study and examining the various models of intentions, attitude towards the behaviour was identified as having the strongest influence on entrepreneurial intentions. Attitude towards the behaviour is the extent to which an individual makes a favourable or unfavourable evaluation of the behaviour in question, and additionally is a function of beliefs applicable to the behaviour. Attitude towards the behaviour is closely related to perceived desirability, and “desirability” is a form of value. More specifically, work values have the propensity to significantly predict career choice. For the purpose of this study, the 14 work values identified by Farrington et al. (2011) served as the factors to be investigated in establishing the perceptions of an entrepreneurial career. The independent (work values) and dependent (entrepreneurial intentions) variables investigated in this study were defined and operationalised. Reliable and valid items were sourced from existing studies. Respondents were identified by means of convenience and snowball sampling, and a structured questionnaire was made available to the respondents. The data gathered from the 184 usable questionnaires was subjected to various statistical analyses. The validity and reliability of the measuring instrument were confirmed by means of an exploratory factor analysis and calculating Cronbach-alpha coefficients. Descriptive statistics were calculated to summarise the sample data distribution. Pearson’s moment product correlations were calculated to establish the correlations between the various work values and entrepreneurial intentions. Furthermore, a multiple regression analysis was undertaken to investigate whether relationships existed between the perceptions of an entrepreneurial career in terms of several work values and entrepreneurial intentions. The following work values were identified as influencing the entrepreneurial intentions of employees working in small businesses: - Stimulating; - Stability and advancement; - Flexibility; - Autonomy. The more the work values above were perceived to be experienced when following an entrepreneurial career, the more likely it was that the respondents in this study reported intentions of following such a career. In order to investigate the influence of the various demographic variables on the independent and dependent variables, an Analysis of Variance was performed. In addition, the post-hoc Bonferroni test was done to identify significant differences between the means scores of the various categories within each demographic variable. The practical significance of these differences was assessed by means of calculating Cohen’s d. The results showed a significant positive relationship between the demographic variable Population group and the dependent variable Entrepreneurial v intentions. In addition, relationships were identified between Population group and the intrinsic work values Challenging and Stimulating, the extrinsic-related work values Financial benefit and security and Stability and advancement, and the social-related work value Serving the community. A significant positive relationship was also reported between the demographic variable Entrepreneurial parents and the intrinsic-related work value Stimulating, the extrinsic-related work value Future prospects and the social-related work value Serving the community. The demographic variable Age showed a significant positive relationship with the extrinsic-related work value Financial benefit and security. This study has contributed to the field of entrepreneurship research by focusing on employee perceptions of entrepreneurship, and the influence of these perceptions on their intentions to become entrepreneurs. As far as can be established, no other study has adopted this perspective for understanding entrepreneurial behaviour in South Africa or abroad. Furthermore, no study has specifically focused on investigating entrepreneurial intentions among employees of small businesses.
APA, Harvard, Vancouver, ISO, and other styles
2

Brown, D. Michael. "The value of corporate reputation : self perceptions, peer perceptions and market perceptions." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434105.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

LaDuke, Sheri L., Kathleen A. Klik, and Stacey L. Williams. "Self-Compassion and Perceptions of Public and Self-Stigma." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Smith, Fantom Shakeria. "Peer Perceptions of Self-injurious Behavior." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/84.

Full text
Abstract:
Students of a south central university provide data for this study investigating knowledge of self-injury (SI), experiences with those who self-injure, and perceptions of SI. This study proposes that college peers of those who self-injure have higher levels of SI knowledge than professionals who work with individuals who self-injure. In addition, the study proposes that individuals who have experience with others who self-injure have higher levels of SI knowledge than individuals who do not have experience with others who self-injure. An additional purpose of this study is to explore information regarding experiences people have with others who self-injure and their perceptions of self-injurious behavior. A convenience sample of 495 members solicited from psychology courses at a south central university completed the survey, which consisted of four sections including the following: demographics, knowledge of SI, experiences with SI, and perceptions of SI. The knowledge section of the survey contains a 20-item measure previously used by Jeffrey and Warm (2002). A knowledge score was created based on participants responses to these 20 items. This score was used in the analysis of both hypotheses one and two. Results indicate that participants have a poor understanding of SI, based on their mean knowledge score. In addition, results reveal that the current sample’s mean SI knowledge level is lower than seven of the seven groups' mean knowledge scores. Mean knowledge scores are significantly greater for individuals indicating experience with others who self-injure than individuals reporting no experience with others who self-injure as assessed through independent t tests. Descriptive information indicates that participants do not reject those who self-injure, but rather are supportive in peer relationships with others that engage in the behavior. However, participants indicate considerable confusion surrounding the behavior and are generally not accepting of the behavior, choosing to encourage cessation of the behavior. Limitations discussed include sample demographics, possibility for misinterpretation of survey items, and potential social desirability bias.
APA, Harvard, Vancouver, ISO, and other styles
5

Stewart, Brad Randall. "Adolescent Perceptions, Affect, and Self-Efficacy." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430919538.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Burhop, Lorianne DeLeen. "Math ability and gendered self-perceptions." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06192009-093803.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Venegas, Maria Guadalupe. "Self-perceptions of women who kill." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1141.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Watson, Christina J. "Perceptions of Homeschooling." Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525513771346317.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Herbst, THH, and PDP Conradie. "Leadership effectiveness in Higher Education:Managerial self-perceptions versus perceptions of others." SA Journal of Industrial Psychology, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000556.

Full text
Abstract:
It is generally accepted that effective leadership is an essential element of positive social change in any institution. It also seems evident that no society can continue to grow and develop without it and that no institution can thrive where it is unavailable. However, these statements raise a number of questions such as: • Whose perceptions of effective leadership is applicable here – the perceptions of those in leadership positions themselves, or the perceptions of others? • What is likely to happen in the case of conflicting perceptions of leadership effectiveness? This study explores this issue by focusing on the relationship between self-ratings and otherratings of managerial leadership within a particular context, namely a South African higher education institution that is in the throes of a radical merging process and on the prevalence of self-perception accuracy amongst the managers of that institution.
APA, Harvard, Vancouver, ISO, and other styles
10

Petersson, Khaliah. "Exercise, self-perceptions and mood during pregnancy." University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0049.

Full text
Abstract:
The general purpose of this research was to investigate physical activity levels as a correlate of selected aspects of psychological health among pregnant women. Specifically, the aims of the study were (1) to provide a cross-sectional description of changes in physical self-concept, mood, and perceived stress during pregnancy; (2) to evaluate physical activity patterns of pregnant women over time during pregnancy; and (3) to determine if there is a difference between physical activity and physical self-concept, mood, perceived stress and/or burnout symptoms during pregnancy. Participants were pregnant women from various antenatal clinics at King Edward Memorial Hospital. The women completed a questionnaire package containing questions on physical activity levels and measures of physical self-concept, social physique anxiety, perceived stress, mood and burnout symptoms. A series of ANOVAs was used to provide a descriptive profile of how these psychological variables change during the course of pregnancy. Significant time-related differences were found for the perceived health subscale of the PSDQ and the tension subscale for the BRUMS. Findings also suggested a significant association between physical activity, and physical self-perceptions, most importantly self-esteem. Higher levels of physical activity were also found to be closely related to positive mood states, lower levels of perceived stress and fewer burnout symptoms. No significant association was found between physical activity and social physique anxiety.
APA, Harvard, Vancouver, ISO, and other styles
11

Blaisdell, Alfred. "Special Education Teachers' Perceptions of Self-Efficacy." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929973.

Full text
Abstract:

This study provides qualitative data on topics related to the self-efficacy of teachers working in the field of special education. A guided discussion with a group of special educators provided data on four areas of focus: perceived limits on efficacy, practices for developing efficacy, systematic practices for preventing false efficacy, and personal consideration given to self-efficacy. Educator responses were collected and coded for common themes by the researcher. Commonalities in responses included the perceived existence of both internal and external limitations to efficacy, the importance of educational leadership and in the development of self-efficacy, the belief in both educator evaluation and collaboration as a means of preventing false efficacy, and self-efficacy as a consistent consideration in the minds of special educators.

APA, Harvard, Vancouver, ISO, and other styles
12

Ferreira, José Pedro Leitão. "Physical self-perceptions in wheelchair sport participants." Thesis, University of Bristol, 2004. http://hdl.handle.net/1983/33436d05-6d0c-45b7-9c02-ac19e728e1b8.

Full text
Abstract:
The study of self-perceptions in the physical domain is still an underdeveloped area of research in many countries, such as Portugal. This issue is of even further interest when assessed in groups with physical impairment, whose perceptions may be formulated in different ways on different criteria as a result of their disability. The extent to which exercise and sport participation influences the development of self-perception and perceived competence in people with disabilities is also an unexplored area of research. There is a body of literature on disability and sport participation indicating that there is a great potential for involvement in sport to improve mental well-being in people with disabilities (Sherrill, 1997). Further research and wellcontrolled studies are required to support this presumption. The general aim of the present research is to develop a better understanding of the importance of exercise and sport participation in the development of self-perceptions in groups with physical disability. The present thesis involves a sequence of three studies focusing on the construction of self-perceptions in different Portuguese population groups with and without disability using a Portuguese version of the Physical Self-Perception Profile - PSPP-P (Fonseca, Fox, & Almeida, 1995). The use of this instrument in groups with physical disability requires statistical support for its validity and reliability in the Portuguese population that has not been totally achieved yet. The pattern of mean score values presented in this study was similar to the one found in the development of the instrument with USA youth population. Study one provided support for the hierarchical organization of the self-perceptions in the physical domain as well as for gender differences with males scoring higher mean score values than females for all PSPP sub-domains as well as for GSE. However, structural equation modelling (SEM) did not provide support for the original four sub-domain factor model (Fox & Corbin, 1989) and a new three sub-domain factor model was proposed combining Condition and Sport items into a new sub-dimension, the Physical Confidence. Study two provided some critical information about PSPPp structure when used in groups with physical disability. Limited support was found for the existence of PSW as a mediator. The hierarchical structure exists among PSPPp sub-scales but not with GSE. An unusual lack of relationship between Physical Self-Worth and Global Self-Esteem was found suggesting that self-perceptions in the physical domain develop in an alternative way to the one some often confirmed for different age groups without disability. This lack of relationship was confirmed in the qualitative study which identified Body Attractiveness and individual attitudes towards the body including defensiveness and denial, and growth through adversity as some of the major mechanisms involved in the process.
APA, Harvard, Vancouver, ISO, and other styles
13

Hill, T. (Tanya). "Student perceptions of a self-assessment environment." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41603.

Full text
Abstract:
Formal assessment in education focuses on summative assessment in the form of grade allocation. This has limitations on the learning process for students. Formative assessment should also be incorporated into learning as an integral part as it offers many benefits. Reflective learning in the form of self-assessment is central to the process of formative assessment. Students, however, tend not to engage in the process of self-assessment. This skill can be developed by educators in an educational setting, but educators tend not to create an environment in which students can self-assess. The study explored students’ perceptions of the self-assessment process once they had been exposed to it over a period of time in a facilitated environment. This encouraged them to engage in the process and develop the skill of self-assessment. The research method was exploratory in nature and was conducted by means of a design experiment in which students were encouraged to self-assess on three occasions during the 2012 academic year. Data was then collected from the students by means of a structured survey. The results of this study indicated that students tended not to self-assess if not encouraged to do so. However, once given the opportunity to do so in an environment which supported it, students were positive about the process of self-assessment. They believed that it would improve their overall academic performance and indicated that they would continue to apply self-assessment to their studies in future. This study concluded that students were positive about self-assessment and that they applied it accurately and in a meaningful manner to their studies in an environment which supported it.
Dissertation (MCom)--University of Pretoria, 2013.
lmchunu2014
Taxation
unrestricted
APA, Harvard, Vancouver, ISO, and other styles
14

Johnson-Freer, Leah D. "Wisconsin school counselors' perceptions of student self-injury." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007johnson-freerl.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

WEEKS, Mark. "Comic Theory and Perceptions of a Disappearing Self." 名古屋大学大学院国際言語文化研究科, 2012. http://hdl.handle.net/2237/17448.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Feeney, Michael E. "Relational Influences of Self-Perceptions in Late Adolescence." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3803.

Full text
Abstract:
Self-perceptions are rooted in our relationships, interactions, and comparisons with others. The relational influences that impact self-perceptions may range from family members and friends to celebrities or characters in books, all of whom differ in terms of relational and psychological distance, such that some are more proximal (e.g., friends and family) while others are more distal (e.g., celebrities or characters in a book). Self-perceptions are meaningful given the bulk of research indicating that low self-perceptions are related to numerous clinical problems, especially in young people. Yet, researchers have yet to study the junction between late adolescents’ evaluations of the self in relation to proximal and distal influences. This dissertation begins by defining the constructs of the self and self-perception. The manner in which relational influences and a healthy sense of self develop are discussed within psychodynamic and social-psychological frameworks. A study is then presented that examines the relationships between individuals’ self-perception within different domains and with whom they identify in those domains. Late adolescents were asked about their self-perceptions across nine domains of perceived competency and then asked about with whom they relate, both positively (someone good) and negatively (someone bad), in each of those domains. Results demonstrated that higher levels of self-perception in three domains (job, social, and friends) increased the odds of identifying a proximal influence when asked about negative relational influences. Proximal influences (people close in relationships) were more prevalent than distal objects across all domains for a majority of the sample. However, high self-perception did increase the likelihood within these three domains. Gathering information regarding relational influences while also measuring self-perceptions contributes to understanding the construct of the self and the theoretical orientations presented. Current results may also inform clinical interventions aimed at strengthening self-concept in youth.
APA, Harvard, Vancouver, ISO, and other styles
17

Goldfarb, Micah Bryan. "The Influence of Motion on Causal Self-Perceptions." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498839588800871.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Vande, Zande Ann R. (Ann Rachel). "Perceptions of Self-Disclosure in Interpersonal Compliance-Gaining." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc500490/.

Full text
Abstract:
One hundred thirty-five undergraduate students were queried at North Texas State University. Perceptions of self-disclosure as a compliance-gaining tactic were surveyed. A fifteen item questionnaire was utilized. Fourteen questions were tested by an analysis of variance. One question was tested by chi-square. Data indicated that self-disclosure was viewed as an effective compliance-gaining tactic for both males and females; but females were perceived as more effective than males utilizing the tactic. Self-disclosure utilized as a compliance-gaining tactic was perceived as appropriate by both males and females. Results indicated females and males have similar perceptions regarding the appropriateness of utilizing the self-disclosure tactic. Male and female raters did not differ significantly from each other.
APA, Harvard, Vancouver, ISO, and other styles
19

Kauder, Jennifer Keely. "The Impact of twice-exceptionality on self-perceptions." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/301.

Full text
Abstract:
The purpose of the present study was to examine the self-perceptions of gifted individuals who have a disability that impacts their ability to learn and/or express knowledge, a population known as "twice-exceptional." Twice-exceptional participants were compared to gifted participants without disabilities to determine whether they differed in their self-perceptions. The self-perceptions that were measured in this study were self-esteem, global self-concept, academic self-concept, and sense of inadequacy. Scores from the Behavior Assessment Scale for Children--2nd Edition (BASC-2) and the Piers Harris Children's Self-Concept Scale--2nd Edition (Piers-Harris 2) from school-age youth (n = 97) between ages 7 and 17 were used in the present study. Participants included 40 gifted youth, 29 gifted youth with learning disabilities, and 28 gifted youth with Attention-Deficit/Hyperactivity Disorder (ADHD). Correlations that were calculated among age, gender, and scales measuring self-esteem, global self-concept, and sense of inadequacy for each group of twice-exceptional participants (G/ADHD, G/LD) revealed that neither age nor gender was significantly correlated with the three measures of self-perception. Self-Esteem and Total Self-Concept were positively correlated for each category of twice-exceptional participants, and Sense of Inadequacy was negatively correlated with the former two measures. Gifted participants with learning disabilities were significantly different from gifted participants without disabilities on Self-Esteem, Intellectual and School Status (a measure of academic self-concept), and Sense of Inadequacy. Gifted youth reported higher levels of self-esteem and academic self-concept, and lower levels of sense of inadequacy. Gifted youth with ADHD were not significantly different from either comparison group. All three groups reported scores in the average range, with the exception of Intellectual and School Status. On this measure, gifted participants without disabilities reported scores in the above average range. Within the entire sample of participants, Interpersonal Relations and Sense of Inadequacy were found to predict 61% of the variability in Total Self-Concept Scores. Research and practice implications of the findings from these analyses were discussed.
APA, Harvard, Vancouver, ISO, and other styles
20

Boeckmann, Emily L. "Self-Injury Knowledge and Peer Perceptions among Members of Internet Self-Injury Groups." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Clinard, Stacey Edwards. "College Students Who Self-Injure: A Study of Knowledge and Perceptions of Self-Injury." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/170.

Full text
Abstract:
Archived data was utilized for the present study which examined self-injurious behaviors in a college population. College students, who engage in non-suicidal self-injury, or NSSI, were expected to evidence a higher knowledge base for the behavior than those who do not. The demographic variables of gender and sexual orientation were predicted to be over represented in the NSSI group. Further, this study examines the perceived riskiness of the behavior in individuals who self-injure, as well as their perceptions of others who engage in NSSI. The survey consisted of four sections: demographics, knowledge ofNSSI, experience with NSSI, and perceptions ofNSSI. Individuals who engage in or have a history of NSSI evidence a higher mean score or better knowledge of the behavior than those who do not. The NSSI population evidences disproportionate numbers of females and individuals with gay, lesbian, and questioning sexual orientations. Further, when examining the perceived riskiness of self-injury, the NSSI group views the behavior as less risky than the non self-injury group. Results are discussed in relation to the need for accurate knowledge about NSSI and additional research directions.
APA, Harvard, Vancouver, ISO, and other styles
22

Ross, Donna Marie. "Wound care, patients' perceptions of self-care learning needs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ32696.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Dobbs, Bonnie Marie. "Self-perceptions of competence as determiners of driving patterns." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0031/NQ46831.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Spooner, Andrea Laurel. "Discrepancies between self and others' perceptions of children's shyness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61951.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Williams, Benjamin McKay. "Expanding perceptions of self and other through study abroad." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163539049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Ramsey-White, Kim Renee. "Exploring College Readiness: Self-Perceptions of Early College Students." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/96.

Full text
Abstract:
ABSTRACT EXPLORING COLLEGE READINESS: SELF-PERCEPTIONS OF EARLY COLLEGE STUDENTS by Kim R. Ramsey-White Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for college. Additionally the study sought to understand the role that social capital played in the students’ preparation for college. In-depth interviews with 13 African American students, some of whom were first-generation college attendees, were used to illuminate the student voice in an effort to learn how early college practices and strategies were beneficial and/or detrimental to their preparation for college. Data from the study were analyzed using a college readiness framework developed by David Conley (2007) which focuses on four dimensions of college readiness: (1) Key cognitive strategies, (2) academic content, (3) academic skills and behavior, and (4) contextual skills and awareness. Findings from the study indicate that the students’ Early College High School experiences increased their confidence as college students (key cognitive strategies), taught them the benefits of time management and working in study groups (academic skills and behavior), and provided meaningful relationships and social networks that allowed them to navigate the college application and financial aid processes (contextual skills and awareness). The students also expressed concern that there was very limited alignment between the high school academic courses and expectations and those in the postsecondary institutions they attended. The results of the study contribute to the scholarship on the Early College model.
APA, Harvard, Vancouver, ISO, and other styles
27

Booth, Rachel Margaret. "Shy children : behaviour with peers, self and teacher perceptions." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240837.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Duncan, Kirk F. "Middle school teachers' self-perceptions of response to intervention." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

Full text
Abstract:

No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to receive remedial services without having to be referred for diagnostic testing through a process referred to as Response to Intervention (RtI). While this process can prove to be beneficial for the student, the extra work that is being placed on teachers can cause teachers to form a negative perception of this process. In addition to the extra work, there is little research to support RtI in the secondary schools. Secondary school administrators are trying to implement RtI programs that were designed for self-contained elementary schools into a secondary setting and the results have not been favorable. This study aims to measure middle school teachers’ self-perceptions of RTI and how these perceptions affect their implementation of RtI with fidelity.

APA, Harvard, Vancouver, ISO, and other styles
29

Byrd, C. Noel. "Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26523.

Full text
Abstract:
Educational research contains many data-driven implications for inservice educational professionals including those who work closely with students with disabilities, special educators. Although special education professionals are under increasing directives to make use of this body of literature in the form of evidence-based practices, they historically strive for self-improvement and often look to research information for strategies as well as innovative approaches to help improve student achievement. Therefore, developing a comprehensive understanding of the issues related to the use of and perceived barriers to educational research information is critical to cultivating a more synergistic relationship between academia and inservice educational professionals. The current study queried 130 inservice special education professionals using an online, anonymous survey instrument. Participants were asked to respond to items that related to four main variables that may exert influence over their interaction with educational research information: general perceptions about educational research, perceived barriers to the use of educational research, typical sources of educational research information, and self-efficacy in the context of information literacy. Self-efficacy, as measured by confidence ratings, was investigated through two contexts: (a) finding information (general vs. research information), and (b) specific steps in the information literacy skill set. The resulting data were analyzed using descriptive and inferential statistics including t-tests and Analysis of Variance (ANOVA). Results indicated that teachers generally hold positive perceptions of educational research, use a wide variety of sources for research information, and believe three main barriers exist to their use of research information: time, access, and the manageability of information. Although self-efficacy ratings were higher for finding general information versus research information, no differences were present between the steps of the information literacy skill set.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
30

Lee, Alexis W. "Self-Perceptions of Creativity and Creative Performance in Adolescents." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1512480470553754.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Altman, Adrianne. "Relations between Child Molesters' Self-Perceptions and Treatment Engagement." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3067/.

Full text
Abstract:
Researchers emphasize the role of cognitions in sex offenders' molesting behaviors. Although cognitions are important, little research has examined child molesters' thoughts about themselves in relation to their engagement in treatment. In this study, the NEO-Personality Inventory (NEO-PI-R) was administered to 67 child molesters. Child sexual offenders rated themselves and their view of a typical child molester using two NEO-PI-R versions. The degree to which child sex offenders identify themselves with their view of a typical child molester, and this agreement's relation with engagement in treatment, were investigated. The view that child sex offenders hold about themselves in relation to a typical child molester showed no relation to treatment engagement or length of time in treatment. However, this self-perception was related to the number of children abused.
APA, Harvard, Vancouver, ISO, and other styles
32

Lipka, Phillip. "Stereotype threat and women's perceptions of leadership self-efficacy." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1239805239/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Fiege, Julie A. "Teacher perceptions regarding enhancing self-esteem in young children." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000fiegej.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Hurley, Shelia. "Nurses’ Perceptions of Self as Role Models of Health." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2597.

Full text
Abstract:
Given the sad state of obesity and lifestyle-related illnesses in the US, nurses, as the largest and most trusted health profession, must take the cause of health promotion seriously and personally. This study seeks to close the gap in knowledge of nurses’ perception of self as a role model of health and personal healthy lifestyle behaviors. This study focuses on four specific behaviors that lead to a healthy lifestyle: limit alcohol, avoid tobacco, improve nutrition, and engage in physical activity. The purpose of this study is to determine the relationship between nurses’ health practices and their perceptions of self as role models for health promotion using constructs of the Social Cognitive Theory. The final sample consisted of 804 registered nurses in the state of Tennessee. In this study, 4% report smoking, 24.9% drink alcohol, 34% are overweight and 30% obese. Approximately 70% do not meet the weekly physical activity recommendations of 150-minutes and 32.8% follow guidelines for a healthy diet only 50% of the time or less. There was a significant correlation between following a healthy diet or physical activity and the Self as a Role Model of Health Promotion (SARMHEP) scores. Based on the regression analysis, working in an acute care or ambulatory setting negatively affected the SARMHEP, as opposed to age and gender having a positive effect on the SARMHEP score. This study has the potential to provide key information that can be used to promote health among nurses.
APA, Harvard, Vancouver, ISO, and other styles
35

Sommers, Caitlin Helen. "Factors Influencing Youth Self-Perceptions of Overweight and Obesity." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1484.

Full text
Abstract:
This study sought to examine whether participation in physical activity affects the ability to correctly classify body size, based on body mass index classifications. Secondarily, this study determined whether adolescents who incorrectly classified their body size overestimated or underestimated their size. Self-report data from the Youth Risk Behavior Surveillance Survey collected by the Centers for Disease Control and Prevention were analyzed. Logistic regression was performed to examine relationships between self-perception of body size and physical activity, television viewing time, computer/video game use, physical education class time, and extracurricular sports activities. Significance was set to p<0.05. Physical activity was the only statistically significant independent variable (p=0.058, OR = 1.060). Although physical activity was shown to be statistically significant, it did not appear to meaningfully increase the ability of youth to correctly classify body size. Secondary analysis showed that adolescents who incorrectly classified their body size were more likely to underestimate their body size. Females more frequently underestimated their body size (females=673; males=384).
APA, Harvard, Vancouver, ISO, and other styles
36

Dusch, Daniel R. "Hispanic Women Business Executives' Self-Perceptions of Leadership Effectiveness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/295.

Full text
Abstract:
Hispanics will become the majority ethnic group in the U.S. by 2060. The social and business cultural changes affected by these demographics are inevitable and will require leadership from academic and business communities in order to ensure clear direction for the future. Gender research in managerial and professional positions mostly includes White women and typically excludes those of other racial, ethnic, and cultural backgrounds. The research problem was that there is little known about the lived experiences of Hispanic women business executives. The purpose of this phenomenological study was to explore the self-perceptions of leadership effectiveness of Hispanic women business executives. A conceptual lens informed by the concepts of intersectionality, bicultural competence, and emotional intelligence guided this study. Purposive sampling was used to obtain 12 participants for face-to-face interviews. Research questions focused on self-perceptions of leadership style, the ways they enact leadership, and their contributions to organizational effectiveness. Interpretative phenomenological analysis was used to analyze the data and member checking helped assure trustworthiness of interpretations. The findings revealed that the participants acquired effective leadership skills through their diverse contact with other people and cultures. The potential positive social change impact includes a contribution to existing literature by increasing scholars' and business-peoples' understanding of this group's lived experiences; creating more leadership opportunities for Hispanic women; identifying areas for self-development, thereby improving leadership and decision making; and clarifying expectations for young Hispanic women considering executive leadership as a career path.
APA, Harvard, Vancouver, ISO, and other styles
37

King, Heidi C. "Study Abroad and Self-perceptions of Cross-Cultural Adaptability." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5285.

Full text
Abstract:
With growing recognition of the duality of language and culture, the TESOL profession is placing increasing emphasis on the importance of understanding intercultural dynamics in the second language classroom. Currently, however, there is a lack of empirical information and measurement instruments to aid understanding within the field of cross-cultural communication. In response to this lack of instrumentation, Kelley and Meyers (1993) recently created the Cross-Cultural Adaptability Inventory (CCAI), a 5 0-item, self-perception inventory designed to measure cross-cultural adaptability through a total score and four contributing dimensions: Emotional Resilience, Flexibility/Openness, Perceptual Acuity and Personal Autonomy. The two primary purposes of this study were: (1) to add to a limited empirical base by studying the effect of four independent variables--host culture contact, cultural distance, second language proficiency, and length of previous experience abroad--on the dependent variable of cross-cultural adaptability; (2) to explore the possibility of using the CCAI for cross-cultural training in the TESOL profession. Two hundred and forty-five college/university students from two schools participated in the study. Subjects were selected based on location and length of previous cross-cultural experience abroad. Twenty-eight subjects with academic minors in TESOL were also specifically selected. The statistical methodology of this study differed from that of Kelley and Meyers in its treatment of the CCAI Likert scale data as ordinal rather than interval data. After creating an index based on rank scores, one-way analysis of variance and Pearson's correlation coefficient were used for statistical analysis. Overall, the four primary variables of the study were shown to be significantly related to self-perceptions of cross-cultural adaptability. Of the four, cultural distance showed the weakest relationship. One scale, Personal Autonomy, stood out for consistently different results than those of the other three scales. Results were also discussed for TESOL vs. non-TESOL minors, age, gender, and satisfaction with sojourn abroad.
APA, Harvard, Vancouver, ISO, and other styles
38

Forrester, R. "Me, myself and self-harm : an investigation of the influences of self-perceptions in self-harm and recovery." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3003513/.

Full text
Abstract:
Non-suicidal self-injury (NSSI) is a destructive act to oneself that may be related to low self-esteem. However, little is known about the nature of this relationship in adulthood. Therefore, this review synthesized the available literature. Articles were independently identified and risk of bias assessed by two reviewers searching PsycINFO, CINAHL, Medline and Web of Science databases. Inclusion criteria were: (1) a mean sample age of eighteen years or over (2) full manuscripts available in English (3) assessment(s) of NSSI (4) assessment(s) of self-esteem. Nineteen studies were identified and indicated a significant relationship between low self-esteem and NSSI. Results suggested that although low self-esteem and NSSI are related, there are a number of factors which also influence this relationship. It will be important for clinicians to consider the impact of self-esteem in those seeking support for NSSI. Further research should undertake longitudinal research to better understand the self-esteem and NSSI relationship.
APA, Harvard, Vancouver, ISO, and other styles
39

Lindwall, Magnus. "Exercising the self : On the Role of Exercise, Gender and Culture in Physical Self-Perceptions." Doctoral thesis, Stockholm : Dept. of Psychology [Psykologiska institutionen], Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-187.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Homewood, Stephanie. "Academic self-concept and self-perceptions as learners : do poor comprehenders differ from their peers?" Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/51740/.

Full text
Abstract:
The thesis is divided into two parts. Part A comprises a literature review of previous research on poor comprehenders (PCs), self-concept, children’s attribution styles, and how children with learning difficulties (LD) perceive themselves as learners. Research has indicated that children with LD often hold negative academic self-perceptions. Part B describes the empirical study which explored PCs’ vulnerability to negative self-perceptions as learners in comparison with their peers. Additionally their attribution styles were investigated. The sample comprised 114 children (aged 9-11) from a mainstream primary school. They were divided into groups of poor readers, good readers, PCs and low-average readers, using scores obtained using the Neale Analysis of Reading Ability (NARA-II). A structured interview was conducted to obtain information about each child’s controllability attributions (i.e. how much perceived control he/she had over successes and failures). Each child then completed three self-report questionnaires measuring academic self-concept, reading self-concept, and self-perceptions as learners. Teachers’ perceptions of their pupils as learners were sought through administration of a questionnaire. Results indicated that PCs were not differentiated from their peers in terms of attribution style, nor were they differentiated from good and low-average readers in their academic self-concept, reading self-concept or self-perceptions as learners. This is in contrast with poor readers, who held more negative self-perceptions than the other groups on all of these measures. Furthermore, only a small percentage of PCs recognised their reading comprehension difficulties. Class teachers’ perceptions of their pupils as learners were similar to those of the pupils with reading and comprehension difficulties (poor readers and PCs). Teachers’ perceptions of good and low-average readers were predominantly different from those of the pupils themselves. In addition, children’s national curriculum levels indicated that the majority of PCs were performing in the average range. The implications of these findings for educational professionals are discussed.
APA, Harvard, Vancouver, ISO, and other styles
41

Villalpando, Eugenia P. "Factors influencing perceptions of teachers : the role of locus of control and academic perceptions of self." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/871.

Full text
Abstract:
This study examined teacher-student relationships from the perspective of adolescent students. Poor relationships between students and teachers can lead to many negative outcomes, such as school failure and risky behaviors. While this relationship has been analyzed often, it is typically from the point of view of the teacher rather than the student. Individual cognitive appraisals of both efficacy and attribution impact how feedback from teachers is interpreted. Of particular interest is whether individuals attribute academic failures to external sources, such as teachers, which could impact the 5 teacher-student relationship. Determining factors that influence students' perceptions of teachers has implications for both student- and teacher-centered interventions. Data on academic self-efficacy, self-concept, locus of control, and perception of teachers was obtained from a racially diverse population of approximately 500 participants from a Catholic high school in Northern California. Path analysis was used to analyze possible causal relationships. Results indicate that both academic self-efficacy and locus of control significantly impact students' attitudes toward teachers. Locus of control was also found to partially mediate the relationship between academic self-efficacy and perceptions of teachers. Boosting academic self-efficacy will likely improve students' perceptions of their teachers. Attribution retraining is also implicated as an appropriate intervention to improve perceptions of teachers for students with low academic self-efficacy.
APA, Harvard, Vancouver, ISO, and other styles
42

Sanders, Karen E. "Self-perceptions of principal behavior as related to teacher perceptions of successful intervention assistance team operation /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487675687175614.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Fay, Miriam S. "School counselors' self-perceptions of their effectiveness as change leaders /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164503.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Firat, Kamil. "Urban Alevilik: Self Perceptions Of The Two Neighborhoods In Ankara." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605316/index.pdf.

Full text
Abstract:
Based on field research carried out in two neighborhoods of Ankara, the primary aim of this study is to explore urban Alevilik and its basic characteristics as perceived by the Alevis which is compared with traditional Alevilik and its features as perceived by the Alevis in urban setting. Additionally, this study is to examine the basic factors that are behind the differences in perceptions of the Alevis, if there are some significant differences in the perception of Alevis regarding these subjects. In this context, a field research that consisted of 208 questionnaires that were applied to the Alevis who are syncretistic religious community and 6 in-depth interviews was carried out in order to examine the basic questions of this study in Ankara. Furthermore, I divided the respondents into four groups, according to whether state of membership of any Alevi association or not and the place of residence which based on different class positions, so that I could make a comparison between these groups. Besides age, educational level and ethnic origin of the respondents, whether or not state of membership of any Alevi association significantly affect the contents of Alevilik, its social and religious institutions and basic rituals as perceived by the Alevis. On the other hand, there is no meaningful relationship between the perceptions of Alevilik and its religious and social institutions and rituals and the place of residence of the respondents.
APA, Harvard, Vancouver, ISO, and other styles
45

DeMulder, Elizabeth Kyle. "Behaviour with peers and perceptions of self : correlates of attachment." Thesis, University of Cambridge, 1989. https://www.repository.cam.ac.uk/handle/1810/245005.

Full text
Abstract:
The aim of the thesis is to examine relations between pattems of attachment with mother and subsequent behaviour with peers and perceptions of self in young children. The sample consisted of 39 five year-old children (22 girls, 17 boys). Attachment classifications had been detelmined when the children were 4 1/2 years old, as part of a longitudinal study, using procedures and coding systems originally developed for infants by Ainsworth (Ainsworth, Blehar, Waters, & Wall, 1978) that were modified for 3-4 year-old children by Cassidy and Marvin (1988). These were based on behaviour shown in the lab to mother on reunion after a brief separation. Children were classified as: Secure, Insecure-avoidant and Insecureambivalent. When each child was five years old, behaviour with peers was assessed through direct observation on the school playground for five 15-minute periods. A continuous commentary of interactions was made into a hand-held microphone, while a radio microphone concealed on the child picked up the child's speech and speech directed toward him/her. A 15-minute video recording was also made. Tapes were transcribed using a coding system based on that used by Hinde, Easton, Meller and Tamplin (1983). Analysis revealed meaningful patterns of relations between patterns of attachment and subsequent behaviour with peers. Insecure-ambivalent children exhibited more negative behaviour toward peers and sought the attention of peers more than did Secure and Insecure-avoidant children, and they complied to controls less than did Secure children. Insecure-avoidant children tended to engage in more neutral, less involved behaviour (neither 'positive' nor 'negative') with peers (e.g., just listening as a response to peers). Secure children tended to show more playful behaviours (play aggression, play noises, playful teasing and imitating) than did Insecure-avoidant children and tended to exhibit less negative behaviour than did Insecure-ambivalent children. These results are consistent with previous evidence (Arend, Gove & Sroufe, 1979; Sroufe, 1983) characterizing Insecure-avoidant, Secure, and Insecure-ambivalent children on a dimension ranging from over-controlled to under-controlled (Block & Block, 1980). In addition, ratings of security and avoidance upon reunion with the mother in the lab predicted behaviour with peers. Security ratings were positively correlated with playing games alone on the playground and negatively correlated with listening as a response and neutral speaking. Security ratings were also correlated with peer behaviour directed toward the child. Security was positively correlated with peers speaking boastfully and making play noises to the child and negatively related to peers asking the child questions. Avoidance ratings were positively correlated with listening as a response to peers but negatively correlated with neutral activity (doing nothing). Analysis of girls and boys separately revealed further significant relations. For example, for boys, avoidance ratings were positively correlated with speaking with hostility, seeking entry into games and automanipulating, and negatively correlated with positive expressive behaviours and engaging in large muscle play. Perceptions concerning perceived competence and social acceptance, self-efficacy, perceived popularity with, and liking of, peers and interpersonal problem-solving ability were assessed through a series of four separate interview sessions with each child. Insecure-avoidant children generally reported relatively negative self-perceptions while Insecure-ambivalent children reported very positive (perhaps idealized) perceptions concerning competence, social acceptance, and peer friendships. Results showing different relations for girls and boys indicate a need to consider this potentially important variable when studying links between attachment, behaviour and perceptions. The results provide support for the predictive validity of the attachment classifications and for Bowlby's (1969/82, 1973, 1980) proposition that the child's attachment relationship with mother forms the basis for behaviour in relationships with others and relates to perceptions concerning the self and others in the absence of mother.
APA, Harvard, Vancouver, ISO, and other styles
46

Morganstein, Tamara. "Peer relations and self-perceptions of boys with behavioral problems." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37787.

Full text
Abstract:
The purpose of this study was to examine the impact of three interventions on boys' peer relationships, self-perceptions, and undesirable behavior. In addition, boys' perceptions were compared to those of parents' and teachers'. Participants included parents and teachers of 29 students who were exhibiting aggression, noncompliance, or both. Schools were randomly assigned to one of three interventions: conjoint behavioral consultation (CBC), self-administered videotape therapy (VT), or conjoint behavioral consultation plus videotape therapy (CBC+VT). The three interventions improved boys' social interactions both directly and indirectly. CBC, VT, and CBC+VT impacted boys directly by reducing their aggressive and noncompliant behaviors, allowing them to get along better with peers. The interventions affected boys' friendships in an indirect manner by (a) improving parental awareness regarding the importance of children interacting with same age, same sex peers, (b) made parents more at ease about letting their sons play at friends' houses; and (c) reduced undesirable parental behavior which in turn modified the children's conduct with peers. At postintervention, boys perceived themselves more positively and exhibited fewer behavior difficulties. Moderate correlations were found between boys' and parents' perceptions of students' peer acceptance at preintervention (r = .545) and postintervention (r = .529). Findings are discussed in terms of the implications for school psychologists who work with students with behavioral difficulties.
APA, Harvard, Vancouver, ISO, and other styles
47

Smith, Helen M. M. "Academic misconduct in higher education : perceptions, self-reports and perspectives." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2546/.

Full text
Abstract:
In the last two decades the international research literature has demonstrated a growing awareness of student cheating, with high levels of self-reported cheating, especially in the United states (U.S.). Much of the early literature on student cheating originated in the U.S. but from the mid 1990s onwards there was increased interest in student cheating in Europe and the rest of the world. The aim of this research was to explore perceptions and self-reports of, and attitudes towards, cheating in undergraduate programmes. There was an element of comparison involved, in trying to identify differences between students studying for degrees in healthcare professions and psychology. A mixed methods approach was adopted. First, students (n=159) completed anonymous questionnaires that invited them to i) rate the perceived frequency of use in "students on a course like theirs" of each of 27 behaviours that ranged from signing as present students who were absent from classes to copying in examinations; іі) self-report their own use of the same behaviours. Second, volunteer students (n=10) and academics (n=12) from the same programmes as the questionnaire sample were interviewed. Questionnaires were analysed using SPSS to identify within-group and between-group differences; interview transcripts were analysed using the constant comparative method (Glaser & Strauss, 1967). Ninety six percent of the sample believed that "students on a course like theirs" cheated in some way, exact percentages ranging from 24%-96%, depending on the cheating behaviour. When it came to self-reporting, the students in the sample self- reported significantly less cheating than they perceived in their peers. Whilst there were significant differences between healthcare and psychology students in their perceptions of cheating, no such difference was found in their self-reports. Interviews revealed that almost 60% of students believed that academics rarely investigate suspicions of cheating. Fifty percent of academics confirmed that view.
APA, Harvard, Vancouver, ISO, and other styles
48

Chan, Shuk-fong Ide. "Perceptions of self-as-parent in mothers with hyperactive children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29688632.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Ma, Yee-man Ellen. "Personal voices: self perceptions of Chinese women in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29688802.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Zappetti, Lisa. "Teach for America Corps Members' Perceptions of Classroom Self-Efficacy." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813070.

Full text
Abstract:

There is an unyielding relationship between poverty and underperforming classrooms (Flores, 2007; Harding, 2003; Kopp, 2011; Lauen & Gaddis, 2013; South, Baumer & Lutz, 2003). Research concluded that quality teachers make the biggest difference in underperforming classrooms (Chester & Beaudin, 1996; Eckert, 2013; Faez & Valeo, 2012; Hill, Konstantopoulos, & Hedges, 2004; Konstantopoulos & Sun, 2012.) Yet, these urban and rural classrooms experience teacher shortages as many teachers leave these challenging spaces for suburban venues or leave the profession definitively. In this way, Teach for America?s goal was to fill these classrooms with candidates that would counteract this problem. TFA recruited high-achieving recent college graduates without education degrees and trained them for eight weeks during a Summer Institute and placed them in underperforming classrooms (Kopp, 2011). This qualitative interview-based study including 17 TFA corps members and alumni examined the levels of preparedness and self-efficacy that they had during the first years teaching in underperforming classrooms. In addition, the interviews elucidated the perceived training mechanisms that TFA employed during training. This study drew on the conceptual framework involving Bandura?s Social Learning theory (1977) and self-efficacy (1993) as well as Bourdieu?s (1977) concepts of social reproduction, ?organization habitus? as proposed by Horvat and Antonio (1999) and ?institutional habitus? (Roofe & Miller, 2013). Participants described the ways in which they perceived themselves to be prepared for their classrooms both from TFA training and from their own background and prior work and classroom experiences. Although participants acknowledged the value of TFA training especially in lesson planning and some basic pedagogical theories they noted that they did not always perceive themselves to be fully prepared or have a high self-efficacy and therefore acted as agents by seeking additional training and colleague observations to enhance their self-efficacy. Based on participants? lived experiences, this study offers a deeper understanding of Teach for America?s corps members? perceptions of preparedness of self-efficacy after their Summer Institute training and during the beginning of their teaching careers.

APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Self-perceptions' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography