Thèses : « Young Student »

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McGinnis-Garner, Lynn Curtis Deborah J. Crawford Kathleen Marie. « Addressing young adolescents' needs through middle school advisory programs ». Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088027.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Deborah J. Curtis, Kathleen Marie Crawford (co-chairs), Robert L. Fisher. Includes bibliographical references (leaves 117-119) and abstract. Also available in print.

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Fernandez-Ortiz, Claudia. « Student preparation for civic engagement in young adulthood ». Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Fernandez-Ortiz_CMITthesis2009.pdf.

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Perry, Marie. « Social Networking and Young People : Privileging Student Voice ». Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366848.

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Young adolescents today are growing up in an environment rich in digital technology. They are highly connected with their technology always on and always on them. In this digital culture there are consistent concerns regarding the impact of this new way of being, and adult-generated concerns include perceived diminished childhood, bullying and fear which dominate much of the widely held understanding of the digital culture which these young people inhabit. In this culture of fear and in the context of schools, adult-generated strategies for enhancing the experience of young people engaging with social networking is generally the norm and student voice is repressed. In contrast, this study set out to explore the experience of young people with respect to their engagement with social networking, through the privileging of student voice rather than assuming that adult knowledge be applied. Specifically, students aged from approximately 12-16 years, in the middle years of schooling (Years 7-9), are the subject of this study as they constitute the years where rapid growth and development, identity formation and establishing practices associated with social networking occur.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Wilson, Timothy L. « Religious faith development in white, Christian, undergraduate students involved in religious student organizations / ». free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3136397.

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Rutta, Carolina Beniamina. « COMIC-BASED DIGITAL STORYTELLING The use of digital storytelling in forms of comics for reflecting on situations involving conflicts ». Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/295307.

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This thesis presents three case studies in which comic-based digital storytelling is adopted as a means to support the reflection on particular situations involving conflicts. The potential of digital storytelling combined with the comic’s genre has been identified in previous works. Anyway, there is a need of empirical evidence on the advantages and disadvantages on which this approach can be based. Moreover, in most of the research, it has to be noted that digital comics have been identified, in the majority of the research, as a medium to access content, not to create them. Consequently, this thesis contributes to the investigation of employing digital storytelling based on comics informed by previous practices to narratives’ use. Therefore, the case studies are conducted to deeply explore how comic-based digital storytelling can support the reflection of significant troubling experiences. Quantitative and qualitative methods, related to both the user experience and the comics’ construction, are used, which show the benefits and drawbacks when adopting digital torytelling in the form of comics. Finally, the strengths and weaknesses of this approach are described in the conclusion. As a matter of fact, in the conclusion, we report a final reflection on the engagement, stakeholder involvement, collaboration, technology, comics, and reflection concepts while considering possible future works on the research topic.

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Day, Chantelle. « The YACU Project : Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities ». Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.

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The lived experiences of Australian Young Adult Carers (YACs) are underresearched, particularly in relation to the educational implications of caregiving on their university experiences. As a consequence of this gap, student-YACs remain largely unrecognised and unsupported in both carer recognition and student equity support policy and practice. In response to these problems—together with my own experiences as a YAC while attending university—the aim of this research was to explore the educational experiences and support needs of university student-YACs, from their perspective as well as those of wider stakeholders, including carer associations and universities. To achieve this research aim, I designed the YACU-Student Experience Framework (YACU-SEF). The YACU-SEF, informed by my analysis and subsequent synthesis of pertinent theoretical notions and structures, provides a holistic conceptualisation of YACs’ university student experiences. Comprising two parts, a base model and an outer structure, the YACU-SEF draws upon three individual student development frameworks and two social theories to provide a conceptual, operational and analytical framework that can be used to investigate student-young adult caregiving.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Barnes, Alison Paige. « Young women's locus of control and adjustment to college ». Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 2000.
Source: Masters Abstracts International, Volume: 45-06, page: 2993. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Includes bibliographical references (leaves 24-28).

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Hanson, Coral Marie. « An Evaluation of a Student Response System Used at Brigham Young University ». Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2127.pdf.

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Blšáková, Daniela. « The impact of environmental conditions on young entrepreneurs' start-up activities ». Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359257.

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The diploma thesis deals with the influences that affect young people aged 18 to 24 in the establishment of start-ups. The main aim was to find out which environmental factors influence emergence of youth start-ups and how they differ in Europe, China and the US over time. The thesis describes three models that explain the entrepreneurial intentions and that serve better understanding of human behavior in setting up businesses. Further the thesis includes a description of the individual and environmental factors that are based on current studies. Due to the title of thesis only the impact of environmental factors was tested. The analysis was conducted on a public data of the Global Entrepreneurship Monitor.

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Kamarudin, N. S. « Emergency fund provision among young student adults in Malaysia : a behavioural perspective ». Thesis, University of Salford, 2016. http://usir.salford.ac.uk/39375/.

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Financial behaviour is complex and difficult to measure. Existing literature on the emergency fund remains lacking in terms of its theoretical testing and modelling, not to mention its accurate definition of emergency fund behaviour itself. Prior studies also suffer from providing sufficient country-contextual evidence on emergency fund behaviour, notably in the instance of Malaysia. Compounding this, the question of how young student adults allocate their emergency fund has yet to be adequately explored by existing studies, primarily due to data limitations. The issues of financial behaviour, financial problems and financial stresses among young adults are still being addressed by many studies. These tend to argue that young adults have less ability to allocate or achieve the recommended adequate level of emergency fund holding. It is these gaps that this thesis will address. This research uses modified theory of planned behaviour as a research conceptual framework to investigate and understand the emergency fund behaviour among young student adults in Malaysia. The data were collected using online questionnaires and survey interviews. The emergency fund behaviour measurement and Emergency Fund Formation Behaviour (EFFB) models were developed. The Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) were adopted as data analysis tools for this research. The definition of emergency fund behaviour was positioned in relation to two main financial behaviours: saving and investment. The results from the modelling revealed that attitude and propensity to plan were found to significantly contribute to emergency fund formation intentions and behaviour. The subjective norms and perceived behaviour controls were found not to be significant to fund formation intentions and behaviour. The emergency event from young student adults’ perspective was explored and contributes to additional current literature. This research also found that not all young student adults achieved the total three months expenses recommended adequacy level of emergency fund holding. Previous experience of emergency events was found to be the factor that prompted them to achieve the recommended adequacy level. Their intention was to continue to borrow from informal channels, such as family and friends,if they lacked emergency funds in future. Other factors, such as financial aid, did not necessarily determine their ability to achieve the adequacy level. This research also found that a significant proportion of young student adults chose to use savings accounts and current accounts as their emergency fund. Some also used their student loan (PTPTN) money as source of emergency fund allocation. In addition, the use of gold as an emergency fund financial instrument was also found to be relevant to the Malaysian context. The holding of gold was a behaviour found not to be gender-related. In terms of the financial instruments categories, most of the young student adults in this research were found holding intermediate fund rather than other emergency fund categories. The modelling and deeper understanding of emergency fund behaviour revealed overall of emergency fund formation behaviour and preference for financial products in response to future emergencies. This finding will help financial service providers and financial educators to offer more effective advice and fulfil the needs of their clients. Moreover, this research makes a significant contribution to the field of personal financial planning by improving our understanding of the application of behavioural finance theory, and suggesting that behavioural factors contribute to an individual’s financial planning and actions.

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Patsarika, Maria. « Student involvement in school design : an exploratory study of young people's participation ». Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544016.

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Moore, Lindsey Kathryn. « Family dynamics and students' characteristics as predictors of undergraduate college student adjustment ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5258/.

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The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.

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Priestley, Andrea. « Participation and agency : the experiences of young people in a Scottish secondary school ». Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/20457.

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The purpose of this study is to better understand the classroom experiences of current secondary school students, in light of the present policy drive towards participation. Using an approach with ethnographic intent (participant observation, interviewing, shadowing and field notes) this research explores six students’ experiences, in one secondary school in Scotland. Emerging themes from the literature, regarding participation and participatory approaches, suggest that these can be understood in different ways, ranging from economic instrumentalism to democratic renewal. This study took a fresh theoretical approach, employing an ecological, temporal-relational understanding of the achievement of agency. This understanding acknowledges a young person’s awareness of, and capacity to engage with, a range of different possible actions, by means of a particular context at a particular time. This approach provided theoretical tools, with which to interpret aspects of these students’ school experiences. The findings are detailed in terms of teacher-student relationships, the cultural realm, and young people’s aspirations. Students’ achievement of agency in the school setting is complex, but one major finding is that the quality and type of teacher-student relationship are significant in enabling these students to achieve agency. Peer relationships and ties beyond the school gates are also significant. The ecological understanding of agency provides a basis for educators to better understand the interdependence of the individual and the environment and to explore how participation might afford a wider range of possibilities for young people. This reflection on participation is important if we want to shape educational ecologies to encourage practices which facilitate the achievement of agency by young people.

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Tyrrell, Beverley. « Involving young people with ASD in organising their examination access arrangements ». Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/involving-young-people-with-asd-in-organising-their-examination-access-arrangements(8f18de5b-ccef-4fae-bc23-715c6e496284).html.

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Facilitating opportunities for children and young people to be involved in the decisions made about them fits with current legislation (United Nations, 1989), and has been found to improve motivation and self-esteem (Patall, Cooper, & Robinson, 2008; Griebler and Nowak 2012). The researcher asserts that, due to the nature of their difficulties, people with an autism spectrum disorder (ASD) may be prone to lack such opportunities. Examination access arrangements decisions are the focus of the study described in the second paper. The first paper describes a systematic literature review of methods used to elicit the views of students with ASD. The second paper reports a case-based action research project which involves students in organising their examination access arrangements. Participants include three year 7 students and two members of staff across two secondary schools. There is a lack of research which includes the views of those with ASD. Semi-structured interviews seemed to be the most popular data gathering method, but focus groups and electronic diaries have also been used with this group. There was a positive impact of involving students with ASD in organising their access arrangements. Advice was given regarding coping with resource limitations in this area, and provision commonly useful for students with ASD before and during examinations. More research is needed which involves participants with ASD and reflection on the suitability of their methods for this group. Findings from the action research project indicate that involving young people with ASD in deciding on their examination access arrangements can support more comprehensive identification of assessment needs. In order to increase the impact of this research, the findings were disseminated using the strategies outlined to those who may have a role in putting the findings into practice.

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Glithero, Elizabeth. « Exploring the Development of Student Agency from the Perspectives of Young Canadian Eco-Civic Leaders ». Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32335.

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This study investigates how Canadian youth, nationally recognized as eco-civic leaders, perceive their own sense of agency and their capacity to effect ‘change.’ More specifically, this study explores how these youth are interpreting change (i.e., attitudinal, behavioural, social, political, etc.), and what their perspectives reveal about the relationship between school and community-based environmental learning experiences and their capacity to make change in society. This project explores the notion of ‘student agency’ as it relates to an emerging trend of environmental action learning aimed at active citizenship within the fields of environmental education (EE) and to a lesser extent, civics education. Drawing on different qualitative research methodologies, such as but not limited to narrative inquiry, 34 past recipients/finalists of the Toyota Earth Day Canada Scholarship participated in this study. I used three different dimensions of environmental action learning to construct the conceptual lens through which the findings were interpreted. My findings suggest a critical gap exists between how EE is widely practiced in Canadian schools (i.e., environmentally responsible stewarding), and how it is currently being taken up in recent EE policy and research (i.e., developing capacity to effect broader socio-ecological change). In turn, this research asserts that although we are cultivating ‘good stewards’ and ‘good citizens,’ we are not educating youth toward becoming ‘change agents.’ As such, the majority of youth in this study demonstrate an egocentric perception of their identity and capacity as young eco-civic leaders. Consequently, my research suggests that specific learning conditions, including youth and adults serving as co-participants in community-based action projects aimed at broader social, political, and environmental change, are important in the development of student agency.

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Snape, Laura. « The effectiveness of student focused school-based motivational interviewing : evidence emerging from current practice ». Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-effectiveness-of-student-focused-schoolbased-motivational-interviewing-evidence-emerging-from-current-practice(699937c0-dc56-4dc4-a590-b908743d6298).html.

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Motivational interviewing (MI) has been used extensively and often effectively in medical settings to support behaviour change in adults. There is emerging evidence that MI may also be a useful approach for working with young people in schools. This thesis investigated the effectiveness of MI in educational settings and is presented in three sections. The first paper is an evaluative systematic literature review examining the evidence for student-focused MI in educational settings. Eleven studies were included in the review, although just eight were identified as 'best evidence' and included in the synthesis. Overall there is evidence for the effectiveness of student-focused MI in the areas of behaviour, school-based motivation and academic achievement. However, a number of methodological weaknesses were identified in the existing literature, which provides clear pointers for future research. Previous research has highlighted the potential usefulness of MI when used as a therapeutic intervention with disaffected students. However, to date, there has been little published research investigating students' views on MI. The second paper aims to investigate students' views on an MI intervention. Three disaffected students took part in an individual MI intervention, which was delivered by three educational psychologists (EPs). Semi-structured interviews were used to obtain the students' views, immediately after the intervention and again at a follow-up interview three months later. The results indicated that students were enthusiastic about the intervention and most perceived that there had been a positive impact on their learning motivation and classroom behaviour. However, these results were not consistent with questionnaire responses and two of the students experienced exclusions around the time of the intervention. The implications of these ambiguous findings are discussed in relation to the use of therapeutic interventions by EPs and the possible factors that are crucial to the success of MI interventions. The third paper provides a critical appraisal of the overall research process, including implications of the work, wider context of the research and dissemination of evidence to professional practice.

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Glavey, Christopher. « Helping Eagles Fly : A Living Theory Approach to Student and Young adult Leadership Development ». Thesis, University of South Wales, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491219.

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This thesis offers an explanatory account of my living theory of educational leadership in fostering and sustaining student and young adult leadership processes in educational and community settings. Grounded in my research to address my concern for the marginalisation and voicelessness of young people in schools and within their local communities, I explain how I have developed educational processes to help them to develop their leadership abilities and provided them with opportunities to express these abilities in contributing to a good social order in educational and community settings.

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Hilwig, Stuart J. « A young democracy under siege : the Italian response to the student protests of 1968 ». Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1229695669.

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Hampton, Enrica Omoyele. « Factors associated with the dismissal of young children (birth through five) from child care programs / ». Thesis, Connect to this title online ; UW restricted, 2008. http://hdl.handle.net/1773/7852.

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Faas, Caitlin Suzanne. « Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College ». Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23934.

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This dissertation is comprised of two studies that both aimed to understand the population of young adults who dropped out of college. Life course theory and the theory of emerging adulthood were used to create the theoretical foundation for the studies. The first study explored how students who dropped out of college were faring during young adulthood on multiple measures of well-being (personal income, job satisfaction, subjective socioeconomic success, mastery, happiness, depression, and stress). Five latent classes emerged from the data, which demonstrated the heterogeneity within the sample (N = 1,530). The second study then utilized the same sample to examine how transitions into adulthood predicted well-being during young adulthood while controlling for family of origin resources and developmental assets. The transitions to adulthood included timing of marriage, parenthood, and whether or not the young adult was living independently of their parents or not. The hypotheses based on theory were partially supported, with some differences existing between men and women. The discussion reviews the implications for practice and policy.
Ph. D.

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Hyatt, Frederick Roger. « Spiritual and Character Development in Online Education at Brigham Young University ». BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8782.

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With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, â€œSpiritual and Character Development in Online Education from the Instructorsâ€™ Perspectiveâ€, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructorâ€™s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.

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Chaouche, Sabine. « Young men at Oxford (1830-80) : routes into consumption and debt ». Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:e83c1570-5f6e-41a4-ba57-587ad3ff443f.

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Young men's consumption, especially that of students at Oxford, has not received much attention from scholars although they participated fully in the economic life of the University town by becoming customers, indeed often compulsive shoppers, as numerous Chancellor's Court and bankruptcy court cases suggest. My thesis provides a window onto male students' consumer culture and indebtedness, especially their link to the 'credit system'. 'Conspicuous consumption' and overspending was a marker of undergraduate culture which had two dialectical dynamics: students tried to position themselves in their community by displaying the signs and habits of the elite; and, simultaneously they went through a process of individualization, expressing particular tastes and their own extravagance. These processes reflect how students learnt their future roles as rulers by managing their private interests and public image, but also by developing a consumer experience, a majority of them becoming prudent economic agents. This dissertation explores consumption from both an individual and collective perspective. In particular it examines juvenile agency, going beyond the clichés of the 'great masculine renunciation' and the idea of prominent female shopping, reconstructing the different paths undertaken by young men, from their first steps into consumption, to consumption routine. It builds on diverse disciplines including social and economic history, retailing and advertising, education, law and gender studies to tackle a gap in the history of consumption, capitalism and trade in Oxford. Between 1830 and 1880, student consumerism was intertwined with the university reforms and the rise of competition between tradesmen. This study assesses education costs and budget constraints; commercial practices such as 'touting freshmen'; students' social background and insolvency; the use of long-term credit as a tool to drive consumption; and the formation of male identities through the purchase and display of different goods.

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Watson, Stuart James. « Financial Hardship and Strain Predict Student Well-being : The Importance of Socialisation, Social Support and Young Adult Roles ». Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365941.

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For most tertiary students, participation in higher education occurs directly after high school, when they are navigating a dynamic, and potentially stressful, pathway to adulthood. The years spent studying are often the most cash-strapped for young adults, when economising heavily and sometimes going without are normative experiences. Australian university students report substantial hardship, regularly cutting back their spending on basic necessities and simple life pleasures (Bexley, Daroesman, Arkoudis & James, 2013). A limited income and having to economise in many areas of life can take a toll on health and well-being. This dissertation examines the associations between experiences of financial hardship, perceived strain and psychological well-being for young adults at university. How these associations differ for student young adults with and without supportive resources is then examined. Finally, the associations between financial normative socialisation and young adults’ financial behaviours are explored between students and full-time workers. Two samples of Australian young adults were surveyed. The first two studies include 614 Western Australian university students (67% female, Mage = 20.83, SDage = 2.02) drawn from a single tertiary institution as part of the Australian Pathways to Life Success for University Students (AusPLUS) survey. The third study includes a sample of 301 Western Australians (68% female, Mage = 18.15, SDage = 1.04) surveyed as part of the Post-High School follow up to the Youth Activity Participation Study (YAPS). In both samples, respondents completed a web-based survey.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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Lowrance-Faulhaber, Elizabeth M. A. « Young English Learners as Writers : An Exploration of Teacher-Student Dialogic Relationships in Two Mainstream Classrooms ». University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin161374409348238.

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Makarov, S. Y., O. Y. Panchuk et I. V. Serheta. « Educational stress and mechanisms of psychological protection of student youth : problematic issues, physiological and hygienic aspects ». Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/63256.

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During the research the physiological and hygienic features of changes in the leading characteristics of the mechanisms of psychological protection of students who are in the conditions of educational stress in a higher medical educational institution are determined.

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Schroder, Megan Janet. « Making futures : The role of agency and possibility thinking in the creative lives of young people ». Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122966/1/Megan_Schroder_Thesis.pdf.

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Education, employers and governments are focusing on creativity as a crucial attribute in the development of young people. Utilising Craft's (2000, 2001) framework for 'little c" creativity and 'possibility thinking' this study explores how schools are fostering creative attributes in senior school students. Combined with Eisner's (1998, 2002) framework for knowledge, imagination and innovation as its lens, it uncovers aspects of creativity students identify as helpful in preparing for creative futures. Using a bounded case study approach, this research considers the stories of six Queensland senior school students to discover how young people are employing a 'possibility thinking' approach to life, engaging with play, imagination, risk taking and question posing, to shape themselves and solve problems daily. The study reveals the important role creative adults play, at school and at home, empowering learners to connect ideas, develop new perspectives and solutions in unique ways.

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Abdullah, Teo Siti Noor Naasirah Syahiirah. « Young people's relation to academic study : a theoretical and empirical study of sixth form students to inform student-centred teaching in Brunei Darussalam ». Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687340.

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Whilst there are numerous studies on young people’s engagement in academic study, the internal relationship between young people and academic study is still unclear. This thesis seeks to explain the relation of young people to their academic study, in the context of Brunei Darussalam, through analysing young people’s motive hierarchy. The research is based on the understanding that young people are faced with multiple contradicting demands from the society, which evolve with their developmental age. The contradicting demands generate conflicts for young people as they participate across the different institutional practices in their everyday lives. The research entailed a semi-participatory research approach, which emphasised young people’s lived experiences, from a first-person perspective. Eight (8) young people aged 16-18 years who are studying for their GCE A Level examinations, played roles as both trained Student Researchers, as well as participants in this research. Data were collected from focus group discussions, annotated photo albums (MyAlbum) and a ‘participant self-generated’ questionnaire (MyQuestionnaire). The focus of the data collection was on the young people’s experiences of conflicts with respect to their academic study and the different agendas in their everyday lives. Intermediary tools were developed to focus the data analysis to identify motive-orientations and their relative importance in the construct of the motive hierarchy of a young person. An initial general model of motive hierarchy was developed from this study too. It is a societal demand for young people in late adolescence to be vocational and career oriented. However this study shows the eight (8) young people are also oriented towards other objects, apart from being future oriented. They can still have a dominant motive-orientation towards intimate personal relations, which usually prevails for early adolescence. Two other motive-orientations have also emerged from this study, i.e. the societal value system and self-comfort related. These different motive-orientations of the young people contradict the societal demands and create conflicts for the young people as they participate in and across the practices. These findings are important in informing intervention programmes to improve young people’s engagement in academic study.

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Frazer, Augustine. « Post-Ebola Case Management of Orphaned Young Adults in Rural Sierra Leone ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6563.

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The 2014-2016 Ebola pandemic in Sierra Leone significantly increased the orphan population and the need for social support programs, especially for student-orphans in higher education. Poorly prepared disaster response managers have little knowledge about how college student-orphans experience social services. The purpose of this transcendental phenomenological study was to explore how post-Ebola student-orphans enrolled in an agricultural university in rural Sierra Leone experienced post disaster specialized case management to enhance student performance. Criterion sampling techniques including specific inclusion and exclusion criteria guided the recruitment, that included 10 research participants taking part in the semi structured interviews. Ecological system theory and postpositivist ontology informed this transcendental phenomenological research. The modified van Kaam transcendental phenomenological data analysis enabled the development of themes from lived experiences of post-Ebola case management for student-orphans. The findings of the research showed that student-orphans experienced specialized case management with three characterizations: (a) sadness, (b) happiness, and (c) anger which included information helpful for crisis and disaster case management administration and staff across similar circumstances. The social change implication for the study results include information useful for human service administrators and staff in designing and employing post disaster programs for college student-orphans.

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Moreno, Méndez Ana Rosa. « Teacher-student interaction in a Mexican Montessori school : exploring the construction of gender identity in young children ». Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79989.

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The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon.
The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues.
The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.

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SANTIAGO, ILANA ELEA. « THE YOUNG COLLEGE STUDENT S MOVEMENT FOR MEDIA DEMOCRACY : THE CASE OF ENECOS IN RIO DE JANEIRO ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8966@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente trabalho priorizou, através de um estudo de caso, o acompanhamento, o registro e a análise das atividades de jovens universitários membros participantes da ENECOS - Executiva Nacional dos Estudantes de Comunicação Social que lutam pela democratização da comunicação. Foram nove meses de observação participante na Regional Rio de Janeiro, período no qual suas práticas e táticas - inclusive através da Internet - foram postas em foco como forma de analisar um movimento estudantil na contemporaneidade. Além disso, foram realizadas 26 entrevistas sob a forma presencial e aplicados 70 questionários online. Dos dados coletados, buscou-se estudar tanto como teriam sido forjadas as concepções de mídia desses estudantes para que optassem por se envolver pela democratização da comunicação, como os caminhos que os teriam incentivado a se organizar coletivamente em nome de ideais. Os resultados apontam que o diálogo do movimento estudantil com os movimentos sociais organizados seja a principal fonte de mediação.
The present work has emphasized, by dint of a case study, the monitoring of a group of young college students who make part of ENECOS (National Executive of Social Communication Students). The study took nine months of participating observance along with students from the branch in Rio de Janeiro, who fight for the democratization of communication. During this period, in which the practices and tactics - including by means of the internet - were put into focus as a way of analyzing a student´s movement at present times. Besides that, 26 interviews were made personally and 70 online questionnaires were applied. The data collected was used to research not only how the media conceptions of these students were forged, so that they would choose to be involved by the democratization of communication, but also the ways which could have encouraged them to organize themselves collectively in the name of an ideal. The results indicate the dialog between the student´s movement and the organized social movements are the main source of mediation.

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Zimmerman, Marian Rose. « A Randomized Clinical trial of Cognitive-Behavioral Therapy for Insomnia in a College Student Population ». Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84307/.

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Nearly 10% of college students experience chronic insomnia. Cognitive-behavioral therapy for insomnia (CBTi) is an empirically validated multi-component treatment that has been demonstrated to produce reliable and durable benefits in the general adult population. However, there have been no studies examining the effectiveness of multi-component CBTi in a college student population, even though many studies have examined the efficacy of single treatment modalities. These young adults are different from the general adult population because they are in a unique transitional developmental phase as they are maturing from adolescence into adulthood, they are sleepier than adults, they tend to have irregular sleep schedules, and their living situations are often different from the general adult population. In this study college students with chronic insomnia were randomly assigned to either six sessions of CBTi or a wait list control (WLC) group. All participants completed sleep diaries, sleep measures, and psychosocial measures. The results indicated students who received CBTi showed improvements in sleep efficiency (SE), sleep onset latency (SOL), number of awakenings (NWAK), time awake after sleep onset (WASO), and sleep quality (SQ). They also had decreased insomnia severity (ISI), dysfunctional beliefs about sleep (DBAS), and general fatigue (MFI), as well as increases in global sleep quality (PSQI).

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Ip, Fong-lap Flora, et 葉方立. « Emotional understanding of young children in Hong Kong in relation to teachers' views in emotion coaching ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589148.

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Houghton, Katherine Jean. « Applications of Christian faith development theories by the Chief Student Affairs Officers of the Christian College Coalition / ». Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11586989.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables. Typescript; issued also on microfilm. Sponsor: L. Lee Knefelkamp. Dissertation Committee: Dawn R. Person. Includes bibliographical references (leaves 86-90).

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Jackson, Brian D. « Island of Tranquility : Rhetoric and Identification at Brigham Young University During the Vietnam Era ». BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/4819.

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The author argues that beyond religious beliefs and conservative politics, rhetorical identification played an important role in the relative calmness of the BYU campus during the turbulent Sixties. Using Bitzer's rhetorical situation theory and Burke's identification theory, the author shows that BYU's calm campus can be explained as a result of communal identification with a conservative ethos. He also shows that apparent epistemological shortcomings of Bitzer's model can be resolved by considering the power of identification to create salience and knowledge in rhetorical situations. During the Sixties, BYU administration developed policies on physical appearance that invited students to take on a conservative identity, and therefore a conservative behavior. Relationships of power and hierarchy at BYU can be understood not as quantitative and oppressive matrices, but as rhetorical choices of students to identify with the character of school president, Ernest Wilkinson, and the administration. Power, then, is as Foucault envisioned it—as a field wherein identity and discourse are negotiated. This thesis argues for a more broad understanding of identification, ethos, and power for explaining rhetorical behavior in communal situations.

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Roberts, Jon. « Personal and professional identity re-construction of young mature student-teachers in the context of a PGCE course ». Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399386.

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Kenwright, Helen Mary Nightingale. « Drop out and persistence of young people in further education : an exploration of student perspectives and alleged causes ». Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/11026/.

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Martin, Dorota. « Support ? What support ? : an exploratory study of young people's experiences of living with depression during their student years ». Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/support-what-support-an-exploratory-study-of-young-peoples-experiences-of-living-with-depression-during-their-student-years(8563a34a-bc41-414b-86ac-7cbd74f8c899).html.

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The recent changes in legislation and codes of practice expand the role of the educational psychologist to a wider age range: 0-25. Moreover, surveys suggest an increasing number of children and young people experience difficulties with mental health, including depression. A systematic literature review of what narratives young people use to communicate depression was undertaken in the first paper. Despite an abundance of literature about depression in clinical settings, only eight studies met the inclusion criteria and were incorporated in the synthesis. A number of issues were identified including ways and methods of communicating depression and the impact of normative pressures and gendered experiences. Findings have implications for practitioners working with young people and have been used to develop a tentative framework for effective practice. The second paper reports on qualitative research, adapting a phenomenological approach. The self-selected participant sample (three university students, aged 19-21) had experiences of living with depression. Each participant was interviewed three times, using focused semi-structured interviews. The data were subsequently transcribed and analysed using a framework of Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). The themes were grouped into superordinate themes and interpreted in the light of researcher's own experiences and knowledge. Two reported themes 'the weariness of the world was upon me' and 'it all fell down to chance' discuss embodied experiences of living with depression and barriers and facilitators to accessing help, which was mostly coincidental. Finally, the third paper discusses evidence-based practice, ways of achieving impact in research, and dissemination of research at individual, organisational and academic level. Overall, the present research suggests that educational psychologists can play an important role in raising awareness of children and young people living with depression, as well as promoting mental health, wellbeing and resilience in a variety of educational settings and amongst practitioners working with children and young people.

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Cheng, Wai-yin, et 鄭慧妍. « Relation of emotion regulation and the school adjustment of Hong Kong young adolescents : peer support as a mediator ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209673.

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The purpose of the current study was to investigate the relationship between emotion regulation and school adjustment in Secondary One students, and the mediation effect of peer support on such relationship. A sample of 207 adolescents completed measures of school adjustment, peer support, and emotion regulation. Results revealed that the use of expressive suppression was negatively associated with all school adjustment variables (social, personal-emotional, and academic adjustment). Cognitive reappraisal was correlated with social and personal-emotional adjustment and the relations were mediated through peer support. Results suggested that the importance of adaptive emotion regulation strategy and peer support improves students’ adjustment during school transition. Implications for education provided to early adolescents in the Hong Kong context are discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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Douglass, Marcy J. « An exploration of the relationship between the perception of the mother-daughter relationship, feminist consciousness and self-esteem in the adolescent/young adult daughter ». W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154053.

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Lajoie, Brooke L. « Never too old, never too young ? : exploring stereotypes in the mixed-age college classroom ». Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1447.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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Rowley, Cammy J. « Constructing understandings an ethnographic study of young children's social emotional learnings in a multiage group / ». Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=2065701661&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Nicely, Kenneth Edward. « Middle Level Schools in an Era of Standards and Accountability : Adaptations of the Features of the Middle School Concept ». Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26551.

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The literature related to the development of education in the middle grades and to the features associated with the implementation of the middle school concept provides a theoretical grounding for the development and testing of an Innovation Configuration map for the middle school concept. The description provided of the historical development of middle-grades education presents the context for recent research studies and ongoing policy debate. In addition, features of the middle school concept as described within the literature are identified and an overview of salient research findings related to these features is given. A synthesis and critical review of previous research methodologies and findings reveal the need for further research. The purpose of the instrument development and testing process was to identify critical features of the middle school concept implemented in the context of standards and accountability. The instrument development and testing process investigated the nature of the implementation of middle school concept features, recognizing that actual practices in schools may vary somewhat without the schools losing their identity as middle level schools. The principle product of the process was the development of a diagnostic tool that may be used in future research to identify acceptable forms of implementation of the middle level philosophy of education. The instrument development and testing process employed research methodology based on the Concerns-Based Adoption Model (CBAM) of Hall and Hord (2006). Specifically, an Innovation Configuration map was developed identifying components of the middle level philosophy of education and describing variations in implementation of the components.
Ed. D.

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Crane, Nicholas Jon. « Between Repression and Heroism : Young People's Politics in Mexico City After 1968 ». The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403108272.

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Kippax, Rodney A. « The institutional limits to, and possibility of, understanding young people diagnosed with 'mental disorders', within inclusive teacher-student relationships ». Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62023/1/Rodney_Kippax_Thesis.pdf.

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A persistent pattern of exclusion of young people with ‘mental disorders’ from school systems, despite the best intentions of schools and teachers, has prompted a call for a more reflexive understanding of their behaviours. This thesis, by describing how institutionally recognised ways of understanding can result in otherwise avoidable moral collisions and exclusion, produces new insights into the nature and processes of understanding required to promote inclusion. These insights were produced through an intensive qualitative examination of a violent classroom episode, identifying key points in the interaction that could make the difference between misrecognition and recognition, turning exclusion into inclusion.

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Heo, Nanseol. « The relationship between creative potential and self-regulation among high achieving young adults with the moderating effects of parenting styles ». Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4643.

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Previous literature has suggested that creative students often have difficulties adapting to academic and social contexts, even if they are intellectually gifted (Goertzel & Goertzel, 1960; Kim, 2008). Creative individuals' difficulties in social adaptation can be explained better by introducing the concept of self-regulation, since self-regulation has been found to be a strong predictor of one's academic success, school engagement, and peer social acceptance (Duckworth & Seligman, 2005). Thus, the purpose of this study was to investigate the relationship between creative potential and self-regulation among gifted young adults. In addition, this study aims to examine the moderating effects of parenting styles on that relationship. Participants in this study were 311 high achieving students who participated in the Honors Program at the Midwestern University. Their creative potential was assessed by the Runco Ideation Behavior Scale (Runco, Plucker, & Lim, 2001). Results showed that there was no relationship between creative potential and short-term self-regulation. However, creative potential was positively related to the long-term self-regulation of gifted young adults after controlling the effect of gender and semester in the college/university, although it was a small correlation (partial r=.132, p Findings from this study refute the position that gifted individuals' creative potential may relate negatively to their self-regualtion capacities Findings also suggest that authoritative parenting can nurture children's long-term self-regulation without hindering creative potential development.

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Modig, Kristoffer, et Erik Källgren. « Exploring dual career experiences of Swedish student-eSport players ». Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44316.

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The study aimed to explore the experiences of dual career (DC) among Swedish student-eSport players from a holistic perspective, and focused on the challenges faced in DC, the coping strategies used, and how DC influenced the student-eSport players. Interviews were conducted with 7 student-eSport players enrolled in an upper secondary school or university providing DC supportive resources. The participants were all males between 16 and 22 years of age (M= 18, SD= 2.16). The works of Stambulova et al. (2015) and Henriksen (2010) served as foundations in creating the two semi-structured interview guides used by the authors. The authors performed a thematic analysis of the data to identify experiences relevant to the concepts of dual career and athlete talent development. The results showed that the participants’ experienced challenges related to eSports, school, and their private lives. Their private lives were perceived to be the most challenging due to the need of balancing their time between their meaningful relationships and DC demands. Coping strategies claimed to be used were time management, physical activity, and relying on their supportive network. The supportive network encompassing the coach, school environment, friends, partner, and family were identified as a coping resource in congruence with the participants’ individual skills. Positive influence of DC on the student-eSport players was found in both academical and eSport, but negative in private life due to experiencing a lack of time to dedicate to family and friends. The results of the study reveal that Swedish student-eSport players’ DC experiences share similarities with those experienced by student-athletes in traditional sports, and highlights challenges and positive benefits associated with combining eSports with studies.
Studiens syfte var att utforska erfarenheterna av dubbla karriär (DC) bland svenska eSport-spelare ur ett holistiskt perspektiv, och fokuserade på att undersöka utmaningar som uppstod, coping-strategier som användes, och hur DC påverkade student-eSport spelarna. Intervjuer utfördes med 7 student-eSport spelare antagna på gymnasier eller universitet som erbjuder DC stöttande program. Deltagarna var män och var mellan 16 och 22 år gamla (M = 18, SD = 2,16). Arbetena av Stambulova et al. (2015) och Henriksen (2010) agerade grunder i skapandet av de två semi-strukturerade intervjuguiderna som användes av författarna. Författarna genomförde en tematisk analys av materialet för att identifiera erfarenheter relaterade till koncepten av dubbla karriärer och talangutveckling. Resultatet visade att student-eSport spelarna upplevde utmaningar relaterade till eSport, akademiskt och i sitt privatliv. Privatlivet upplevdes som det mest krävande på grund av att svårigheter med att balansera sin tid mellan sina meningsfulla relationer och kravställningar i DC. Copingstrategier som användes av deltagarna var tidshantering, fysisk aktivitet, samt att använda sig av sitt stödjande nätverk. Det stödjande nätverket innehållandes tränare, skolmiljö, vänner och familj fungerade även som en coping-resurs i samverkan med deltagarnas individuella kunskaper. Det inflytande DC hade på student-eSport spelarna var både positivt och negativt på olika områden. Positivt inflytande identifierades i både akademisk och eSport men negativt i privatlivet på grund av brist på tid att ägna till familj och vänner. Studiens resultat visar att svenska student-eSport spelares upplevelser av DC delar likheter med de upplevda av student-atleter i traditionella idrotter, och framhäver de utmaningar och positiva fördelar relaterade till att kombinera eSport med studier.

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Long, Roxanne. « Mediational Pathways between High School Extracurricular Participation and Young Adult Educational Attainment : A Structural Equation Analysis ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062847/.

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Little is known about the mechanisms by which extracurricular participation in high school influences educational attainment in young adulthood. Also limited is an understanding of the different types of extracurricular participation and how various activities may manifest within the relationship. The purpose of this study was to examine the link between high school extracurricular participation and educational attainment, with social capital, parental expectations, and academic achievement presented as mediators. Additionally, the present study will explore socioeconomic differences in the proposed relationships. The sample consisted of 5,239 ninth through twelfth graders from the National Longitudinal Study of Adolescent Health (Add Health). Structural equation modeling (SEM) and multiple-group SEM were used to test pathways. Extracurricular participation was categorized into sports participation, non-sport participation, mixed participation (including both sport and non-sport), and no participation. Social capital, a latent factor, was measured by the latent variables of family and school capital. Various indicators of family closeness and inclusion of school culture from survey items operationalize social capital. Parental expectations, another latent factor, was measured by one survey indicator using the question of how disappointed would your resident father and mother be if you did not graduate from college. Academic achievement was measured by grade point average and calculated by the average of self-reported grades in four subjects: English, math, social studies, and science. Educational level attained used seven levels ranging from less than 8th grade to beyond a Bachelor degree. Gender, race, and parent education were also included as covariates. Social capital, parental expectations, and high school academic achievement were all shown to be mediators between high school extracurricular participation and educational attainment. However, social capital's impact on educational attainment was indirect through GPA rather than direct. Sport showed better capacity to strengthen social capital than non-sport. However, non-sport participants achieved higher high school GPA than sport participants. On average, students involved in both sport and non-sport activities had more positive effects on all model variables than students involved in sports only. Results for socioeconomic comparison showed some evidence for the benefit of sport participation directly on educational level for low-income students. Practically speaking, the conclusion of the study is that students need to participate in a combination of activities that include both sport and non-sport to improve their chances of educational attainment.

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Kenyon, DenYelle C. Baete. « Examining the Parent-Young Adult Relationship During the Transition to College : The Impact of Mismatched Expectations About Autonomy on College Student Adjustment ». Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193646.

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The present study examined individuation and expectations for autonomous behavior (EAB) with incoming college freshmen and their parents. To test the theory that greater mismatch between young adults and their parents about EAB would be associated with more negative adjustment to college, Collins' (1990) Expectancy-Violation Model was applied. Data were initially collected with online questionnaires from incoming college freshmen and one of their parents before the transition to college. Follow-up data (W2) were collected three months later to assess adjustment to college. Individuation was measured with the Late Adolescence Individuation Questionnaire; EAB and reports of actual autonomous behavior were assessed with a measure based on the Psychological Separation Inventory. College student adjustment was measured with indicators of psychological well-being (i.e., psychosomatic symptoms, depressive symptoms, positive affect) and adaptation to college (i.e., college self-efficacy, satisfaction with college, and anticipated fall college grades). Open-ended data were collected from young adults and their parents describing topics of autonomy behavior where they perceived disagreement. A MANOVA indicated that there were significant differences between the four individuation groups (a) individuated (high connectedness and high separateness), (b) pseudoautonomous (low connectedness and high separateness), (c) dependent (high connectedness and low separateness), and (d) ambiguous (low connectedness and low separateness) on the young adults' adjustment to college. Post-hoc planned comparisons revealed that college students in the "individuated" group were consistently better off than those in the "ambiguous" group. Some support was found for the hypothesis that a higher discrepancy (a) between parent and young adult EAB and (b) between young adults' reports of expected versus actual autonomous behaviors was associated with lower W2 young adult well-being. Quality of parent-young adult communication was found to moderate some of these associations. Qualitative data somewhat supported the quantitative results, as well as illustrated unique areas for disagreement on EAB. Jointly, these quantitative and qualitative findings suggest that young adults' level of individuation from parents and a mismatch between parents' and young adults' perceptions of future autonomous behavior may impact college students' psychological well-being during the transition to college.

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Lord, Benjamin. « The Roles of Religious Coping, World Assumptions, and Personal Growth in College Student Bereavement ». VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2059.

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The field of bereavement research is currently lacking empirical studies examining grief in adolescent and young adult populations. Furthermore, the roles of religion (Hays, & Hendrix, 2008), meaning-making (Park, 2005) and post-bereavement personal growth (Davis, 2008), all of which are critical to understanding the loss experiences of people in these age groups (Balk, & Corr, 1996), have yet to be enumerated in a reliable way in the literature. Stroebe (2004) has emphasized the need to improve methods and measurement tools by including more thorough measures of religious coping and bereavement experience. The current study aimed to clarify the process of meaning-making following the loss of a loved one by testing a mediational model in which the use of positive religious coping methods influence the maintenance or development of adaptive core beliefs, which in turn produce favorable outcomes. Data were collected in a survey format from 222 college students, and analyzed using structural equation modeling to test the data against Baron and Kenny’s (1986) criteria for mediation. The data do not support a mediational model of meaning-making for the current sample, but an acceptable model of the effects of world assumptions on outcome variables was developed. The data suggest that while all core beliefs are important to the process of personal growth following a loss, beliefs regarding self-worth are the strongest predictors of positive outcomes and stronger beliefs in the randomness of events are problematic.

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LeGrand, Thomas Spencer Jr. « Connecting the Dots| A Case Study Examining the Impact of Service Learning on a Youth and Young Adult Student Ministry ». Thesis, Gardner-Webb University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589071.

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The purpose of this study was to provide a case study on the application of service-learning curriculum in a youth ministry at a traditional mid-size church. The intent of the curriculum was to provide a new and creative way for the church to impact youth by getting them involved in actions that correspond with Biblical principles. Church leaders hope that this curriculum change will not only impact youth in their teens but also influence them to remain involved in a traditional church as they reach college and become young adults.

The researcher used the process model of curriculum study from Lawrence Stenhouse (Smith, 2000) to investigate the selection, implementation, and desired outcomes of service learning. The researcher, who also served as the Student Minister at the church, used qualitative data collection methods to discover the thoughts of students who left the ministry prior to service-learning implementation. He then compared that to focus-group research, survey responses, and interviews of youth and young adults as well as adult leaders of the youth ministry.

The research sought to demonstrate the impact of service learning on the youth ministry, as well as the potential impact on youth as they grow into young adulthood. The youth and adults involved had very positive reactions to the curriculum; however, the church did not share that reaction. In fact, certain elements of the church tried to block certain aspects of the curriculum. How the youth and the church respond organizationally and educationally in the future will determine the overall impact of the curriculum. If changes and improvements can be implemented, the present case study may provide a model for youth ministry that can have a positive impact on young adults as well as the larger Christian community.

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