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1
Shaw, Muriel Edith. "A model for transformative learning : the promotion of successful aging." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0015/NQ46422.pdf.
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Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.
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Dercksen, Sarita. "'n Ondersoek na die verband tussen die Groot Vyf-persoonlikheidsfaktore en opleidingsprestasie by volwasse basiese opvoeding en opleiding leerders." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53524.
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Thesis (MA)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: The aim of this study was to investigate the nature of the relationship between the Big
Five personality factors and practical and theoretical training performance in adult Basic
education and training (ABET).
The existing literature on the subject was surveyed; this is followed by a report on the
results of the empirical investigation. The experimental group consisted of 82 learners
who followed an ABET level-4 course. Personality was determined by means of the
Five-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skills
were measured with Raven's Standard Progressive Matrix.
By using the Pearson product moment correlation coefficient, multiple regression analysis
and factor analysis, it was established that, apart from IQ, there was a significant
positive correlation between agreeableness and practical training performance.
Although there was also a significant, but small, positive correlation between
neuroticism and practical training performance, the influence of the former factor on
practical training performance could not be confirmed by a regression analysis. Only
IQ and to a lesser extent neuroticism, conscientiousness and extroversion showed a
relation with theoretical training performance. Once again, the influence of the latter
three factors on theoretical training performance could not be confirmed by a regression
analysis. The conclusion is thus drawn in this study that only IQ has a significant
influence on theoretical training performance.
Results also indicate that characteristics such as trust, helpful behaviour and co-operative
behaviour, which indicate agreeableness, help to promote receptiveness in
training in practical work, especially with respect to skills training. It appears that the
role of personality factors with respect to training performance depends on: a) the nature
of the training programme being followed, b) the degree of difficulty of the training
programme, and c) the work or task objectives for which the training is being
undertaken.
The conclusion was drawn that the findings of studies on the relationship between
training performance and personality should be interpreted with circumspection and that
a great deal of research is required in this area.<br>AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek in te stel na die aard van die verband tussen
die Groot Vyf-persoonlikheidsfaktore en praktiese en teoretiese opleidingsprestasie by
volwasse basiese opvoeding en opleiding-leerders.
'n Oorsig van die bestaande literatuur oor die onderwerp is gelewer, gevolg deur die
rapportering van die resultate van die empiriese ondersoek. Die eksperimentele groep
het bestaan uit 82 leerders wat 'n VBOO-vlak 4 kursus gevolg het. Persoonlikheid is
deur middel van die Vyf Faktor - Nieverbale-Persoonlikheidsvraelys (FF-NPQ) bepaal
en kognitiewe vaardighede is met behulp van Raven se Standaard-Progressiewe Matriks
gemeet.
Met behulp van die Pearson-produkmoment-korrelasiekoëffisiënt, meervoudige regressieontleding
asook faktor-ontleding, is vasgestel dat, benewens IK, daar ook 'n
beduidend positiewe verband tussen welgevalligheid en praktiese opleidingsprestasie
voorgekom het. Hoewel 'n beduidende, maar klein, positiewe korrelasie ook tussen
neorotisisme en praktiese opleidingsprestasie voorgekom het, kon die invloed van die
laasgenoemde faktor op praktiese opleidingsprestasie nie deur die regressieontleding
ondersteun word nie. Slegs IK en tot 'n mindere mate neorotisisme, konsensieusheid en
ekstroversie het 'n verband met teoretiese opleidingsprestasie getoon. Weereens kon die
invloed van laasgenoemde drie faktore op teoretiese opleidingsprestasie nie bevestig
word deur die regressieontleding nie. Ten opsigte van die huidige ondersoek, word die
gevolgrekking dus gemaak dat slegs IK 'n beduidende invloed op teoretiese
opleidingsprestasie het.
Resultate dui daarop dat eienskappe soos vertroue, hulpverlende gedrag en samewerkende
gedrag, wat dui op welgevalligheid, bevorderlik is vir opleiding in praktiese verband
veral ten opsigte van vaardigheidsopleiding. Dit blyk ook asof die rol van persoonlikheidsfaktore
ten opsigte van opleidingsprestasie, afhang van die a) aard van die
opleidingsprogram wat gevolg word, b) die moeilikheidsgraad van die opleidingsprogram,
asook c) vir watter werks- oftaakdoeleindes die opleiding plaasgevind het. Daar word tot die gevolgtrekking gekom dat die bevindinge van studies rakende die
verband tussen opleidingsprestasie en persoonlikheid met omsigtigheid geïnterpreteer
moet word en dat heelwat navorsing op hierdie gebied nodig is.
4
Shai, Yee-man, and 佘綺雯. "Effects of computer presentation formats on learning among elderly andyounger adults: the role of cognitiveabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804440.
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Heald, Jennifer Margaret. "Using self-directed learning strategies and affective factors in educating adult English learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2461.
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The content of this project will serve to demonstrate that ample research connects self-directed learning to more healthy psychological dynamics in language acquisition. It will also show that self-directed learning strategies are practical and effective in teaching a second language.
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Wacks, V. Quinton. "Successful aging, coping and learning : a case study of two diverse groups of older adults /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07102007-142512/.
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Boswell, Paul Duane. "Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.
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The critical period hypothesis for second language learning, which states that young children learn additional languages better than adults, lacks unambiguous empirical support as well as a coherent theoretical model. An experimental study was conducted which analyzed child-adult differences in difficulty of acquisition and long-term retention for rules of syntax and words in Japanese, a language unfamiliar to the subjects. The results of this study found no advantage for children over adults either in acquisition or long-term memory. However, relative to the difficulty of acquisition, the children had lower forgetting rates for words than for rules when both materials were learned completely. In the lexical study, the children's performance at retention was closer to the adults' than at acquisition, whereas in the syntax study, the opposite was the case. These results confirm the existence of developmental differences in the forgetting rates of different materials. Such results imply that, if there is an advantage for learning language at an early age, it might be localized in lexical retention.
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Tsoi, Ying-see, and 蔡凝思. "Psychological managements for adult patients with psoriasis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48339295.
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Psoriasis is a chronic, inflammatory skin disorder and approximately 1% to 3% of the world’s populations are suffering from it. As numerous studies have shown that psoriasis is highly correlated with psychological distresses, one of the critical issues in the psoriasis patient care is the psychological problem. However, in the existing care for psoriasis, no guideline has been developed for patients’ psychological issue. Therefore, the aim of this translational research is to develop an evidence-based psychological care guideline with an implementation and evaluation plan for psoriasis patients in a dermatology setting.
In this dissertation, 11 studies were selected after assessing the relevance of the obtained full texts. Data of these studies were extracted, and the quality of data was assessed by the Critical Appraisal Skills Programme and the Scottish Intercollegiate Guidelines Network. Evidences obtained from the literature review were aggregated and also critically reviewed. After these processes, an Evidence Based Protocol was developed. In the guideline, information related to the psychological assessment and interventions for psoriasis are included. Then the implementation potential of the guideline produced was examined in terms of the transferability, feasibility and the cost-benefit ratio. A pilot test was also conducted to identify any problems of the actual implementation of the mentioned guideline. Both process and outcome evaluation would be as used to assess the feasibility and the effectiveness of the guideline. In the end, this guideline isexpected to manage psychological aspects of psoriasis patients so as to improve their quality of life.<br>published_or_final_version<br>Nursing Studies<br>Master<br>Master of Nursing
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Babcock, Renee L. "Analysis of adult age differences on the Raven's Advanced Progressive Matrices Test." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/29376.
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Goff, Frances R. "Adult children of alcoholics : psychological functioning and problem alcohol use." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833462.
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Whereas many studies of adult children of alcoholics (COAs) have utilized clinical subjects, subjects in this study (n = 229) were relatively well functioning college students. The Children ofAlcoholics Screening Test (CAST; Jones, 1983) was utilized to define parental alcoholism.Results of a multivariate analysis of variance indicated that COAs were more likely to exhibit symptoms related to poor psychological adjustment than were their non-COA peers. No significant psychological differences in male and female COAs were found. COAs scored significantly higher than non-COAs (p.< .01) on the Alienation scale of the Psychological Screening Inventory (PSI; Lanyon, 1978), indicating the greater similarity of COAs to those with psychiatric problems. Social Nonconformity, as a measure of psychopathic behavior, was higher for COAs than for non-COAs (p. < .001). COAs from lower income families demonstrated higher scores on the Discomfort scale (p < .01), which measures symptoms. Those subjects who reported parental greater symptomatology and anxiety than those who reported no parental depression (p. ( .001). Although parental divorce rates were higher for COAs (32.4%) as compared to non-COAs (10.9%), no significant association with any of the psychological variables was found for parental divorce.In comparison to non-COAs, both male and female COAs evidenced greater problem alcohol use (p < .001) measured by the Michigan Alcoholism Screening Test (MAST; Selzer, 1971). As demonstrated by a MAST score of 7 or more, 88.8% of male COAs and 30.5% of female COAs indicated serious alcohol-related problems. Parental depression was also significantly related to problem alcohol use in subjects. It was found that the MacAndrew scale (MAC; MacAndrew, 1965) was of little utility for identifying subjects with problem alcohol use.<br>Department of Educational Psychology
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Arca, Genevieve Cordero. "The impact of siblings and parenting style on social skill development in young adult females." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1892.
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Jackson, Shelly Lynn. "Adult student perceptions of traditionally sex-typed toys." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4327.
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studies have examined children's toy preferences as they relate to sex-role development. However, studies have failed to examine the dimensions of the toys themselves. Because adults purchase the majority of toys children receive, this study sought to determine adult student perceptions of children's traditionally sex-typed toys. Eighty-one participants rated ten selected toys. Multidimensional scaling analysis revealed five underlying dimensions. The five dimensions included Productive Play, Sociability, Structure, Gender, and Age. It was discovered that the Gender dimension was less salient than both the Productive Play and Sociability dimensions. The dimensions pertaining to each toy are discussed.
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Campbell, Dennis Edwin. "Adult learners' changes and adaptations of learning methods, techniques and devices by psychological type /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021748919.
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Tun, Patricia Ann. "Adult age differences in processing different types of text." Diss., Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/28955.
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Duncan, Harriet H. "Meanings and motivations among older adult mall walkers: a qualitative analysis." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/39728.
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Chin, Kevin. "The need for including motivational aspects in formative evaluation of adult learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64001.pdf.
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Colônia, Regina Célia. "Adult age differences in memory for lateral orientation of pictures." Thesis, Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/29327.
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Jervis, Teresa Ann. "Picking up the pieces : a group therapy plan for adult survivors of childhood incest." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9922.
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Nicholson, Cynthia Suzanne. "Childhood maltreatment, adult attachment, and emotional adjustment." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/449.
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Stewart, Sherry Heather. "Anxiety sensitivity and risk for alcohol abuse in young adult females." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41202.
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Much empirical evidence attests to a strong relationship between the panic-related disorders and alcoholism. Recent data suggest that anxiety sensitivity (fear of anxiety) may be one common underlying vailable contributing to the large degree of overlap between the panic-related disorders and alcoholism. In fact, some data indicate that the relationship between anxiety sensitivity and alcohol misuse may be particularly strong in women, a group which is generally underrepresented in the alcoholism etiology literature. Research described in this thesis was conducted with the aim of further elucidating the nature of the relationship between anxiety sensitivity and alcohol use/abuse in young adult women. The series of seven experiments included in this thesis demonstrated that: (1) high levels of anxiety sensitivity are characteristic of subjects meeting diagnostic criteria for panic disorder, an anxiety disorder frequently associated with alcohol abuse; (2) female university students demonstrate significantly higher average levels of anxiety sensitivity than male university students; (3) anxiety sensitivity is an important predictor of self-reported rates of alcohol consumption in university women; (4) high anxiety sensitive university students are both more likely to report drinking alcohol primarily to "cope" with negative emotional states, and less likely to report drinking alcohol primarily for social-affiliative motives, than are low anxiety sensitive university students; (5) high anxiety sensitive women display greater degrees of sober subjective-emotional arousal when anticipating aversive stimulation, greater degrees of sober electrodermal reactivity to the aversive stimulation, and greater sensitivity to the dampening effects of alcohol on these measures of reactivity, than low anxiety sensitive controls; (6) high anxiety sensitive women show a sober attentional bias favoring the processing of physically threatening information, which is dampened through th
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McParland, Joanna L. "An exploration of attributions, just world beliefs and adjustment in adult pain sufferers." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/11903.
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The present study examined the nature of and relationship between attributions, just world beliefs (JWB) and adjustment in a sample of 62 community pain sufferers. This was exploratory because it accounted for shortcomings of these concepts, meaning they have not been investigated like this in pain. Specifically, it accounted for the scarcity of research distinguishing between cause, responsibility and blame; allowing the self-definition of responsibility, blame and adjustment; examining changes in attributions and adjustment, and considering just world beliefs. The importance of investigating these issues in pain was detailed. The research was conducted in two phases. The first, brief phase piloted a measure to account for these shortcomings. The second phase used the piloted measure to investigate the shortcomings in a series of five aims. Descriptive analyses indicated that most participants made causal attributions for their pain, with around half attributing responsibility and blame. Although similar in the types of attributions made, cause was distinguished from responsibility and blame, which were indistinguishable from each other. Attributions did not change. Additionally, JWB were weakly correlated with pain intensity, and analyses of variance techniques found JWB to interact with pain duration, such that those with 1 month-2.5 years' duration had stronger JWB than those in the 3-9 years' duration. JWB did not interact with attributions or adjustment, but chi-square analyses found attributions interacted with adjustment, such that attributions to the self were adaptive, while attributions to others resulted in poor adjustment to pain. Stepwise multiple regression analyses suggested that these latter attributions predicted pain intensity, as did pain treatments. Additionally, individual differences in attributions, adjustment and pain intensity emerged in chi-square analyses, although none were found on JWB. Full interpretations were made of these findings, and their implications for future research discussed.
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Creath, Maxine Kay. "The Relationship of Adult Attachment Styles to Working Models and Behaviors in Marriage." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279320/.
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The relationship between adult attachment style and romantic relationship quality in marriage relationships was explored. Romantic relationship quality was measured at the working model (or perceptual) and the behavioral levels. No previous research had investigated romantic relationship quality as reflecting specific attachment related perceptions of self and spouse or as attachment related behaviors. Two hundred and six married subjects were recruited from university campuses, churches, and on an individual basis. Most of the subjects were white, middle class, and had children. Subjects completed self-report questionnaires measuring adult attachment style, working model of self and romantic partner, and reports of relationship behaviors of self and romantic partner. The first hypothesis proposed that attachment style differences would be seen in specific attachment related working models of self and romantic partner. The second hypothesis proposed that attachment style differences would be seen in reports of attachment related behaviors for self and romantic partner. Hypotheses were tested using multivariate analysis of variance.
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Swartz, Esti. "Emotional intelligence and locus of control of adult breast cancer patients receiving treatment." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/d1015686.
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Breast cancer is the most prevalent cancer of women in South Africa, with one in twenty-seven women diagnosed with breast cancer in their lifetime. By building on human strengths, ways can be found to cope effectively with adversity. This will contribute to psychological well-being and result in living constructive and meaningful lives. Emotional intelligence and locus of control are two constructs which, according to previous research, may be associated with psychological wellbeing. Limited research has been conducted on these constructs in populations facing adversity. Adaptation to breast cancer treatment is considered to be an extremely difficult process. The research aimed to explore and describe emotional intelligence and locus of control within an adult breast cancer population. A sample of 67 breast cancer patients receiving treatment was approached to complete a biographical questionnaire and two pencil-and-paper questionnaires. Descriptive and inferential statistics were be used to analyze the data. The results of the quantitative analysis indicated a significant negative correlation between emotional intelligence and locus of control which shows that patients with higher levels of emotional intelligence possess more internal locus of control orientations, while patients with lower emotional intelligence possess more external locus of control orientations. The population presented with above average emotional intelligence and an internal locus of control orientation. The study can be regarded as the first step in opening a field of research which could contribute to more effective coping and the overall psychological well-being of individuals facing adversity in South Africa. Furthermore, the findings of the study contributed to understanding the role of emotional intelligence and locus of control in these populations and encouraged further research and the development and implementation of programmes that promote skills development in these areas.
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Clark, Michele Candice. "Structural-functional aspects of caring for elders in the home environment." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184912.
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The purpose of this study was to identify variables that facilitate lay caregivers in maintaining dependent elders in the home setting. Specifically, this study: (1) tested a deduced theory designed to explain home maintenance of a dependent elder; (2) examined the relationship between the following variables: Seriousness of an Elder's Illness, Caregiver Overload, Quality of Care, Learning State, Caregivers Maintenance Ability, Acceptance of the Maintenance Role and the Caregiver's Perception of Power; and (3) evaluated the reliability and validity of the instruments that measured the proposed variables. A descriptive correlational design with causal modeling methodology was used to assess a five stage theory. The convenience sample was comprised of 70 English speaking caregivers providing a minimum of five hours of direct care to a dependent elder in the home setting. Reliability and validity of the instruments used to evaluate the theoretical concepts were assessed by Cronbach's alpha, factor analysis and predictive model testing. Multiple regression statistics were used to evaluate the theory and residual analysis was used to assess violations of statistical and causal modeling assumptions. The findings supported two of the predicted relationships: Seriousness of Illness had a direct and positive relationship with Caregiver Overload (B =.60, R² =.35) and Learning State had a direct and positive influence on Acceptance of the Maintenance Role (B =.36, R² =.18). As the disabilities of the dependent elder became more acute, the caregivers' feelings of being overloaded with the burden of the caregiving responsibilities increased. However, when the caregivers had a positive perception of their abilities to implement prescribed health care instruction as well as felt positively about their caregiving role (Learning State), they spent a greater amount of time giving direct care to the dependent elder (Acceptance of Maintenance Role). Identification of learning needs as they relate to the caregivers' ability to understand and implement health care instruction as well as feel positively about their role, can assist nurses in developing appropriate teaching interventions. The expected outcome of these interventions is direct care provided by the caregiver to the dependent elder.
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Wang, Chaoping Violet. "Parenting styles and parents' attitudes toward learning and performance in their children." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3048.
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The study attempted to show that parenting styles are directly related to parents' goals with respect to their children's education. Parents' goals, and the behaviors they motivate, were assumed to be a mechanism accounting for well-established effects of parenting style on children's school achievement. The sample consisted of 223 undergraduate college mothers enrolled in psychology courses. The results indicated that parents' use of an authoritative style was positively related to their adoption of learning goals with respect to their child, as evident, for example, in their use of a process focus and indirect homework assistance strategies. Moreover, mothers' use of an authoritarian style was positively related to their adoption of performance goals, as evident in their use of a product focus. Results are discussed in terms of goal theory and the limitations of self-report methods.
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Boshoff, Marcelle Dianne. "The experiences of older persons and their adult children on maintaining positive parent-child relationships." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/4631.
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The incidence of increased life span as well as a lack of care for older persons, gave rise to the South African Older persons Act (Act No 13 of 2006), which guides society in how our older persons should be treated. This Act also provides a clear indication of the expectations of caring for older persons within communities and families. Many older persons people rely on the relationships they have with their children in their golden years, to be fulfilling and loving. This study therefore aimed to explore the experiences of older persons and their adult children on maintaining positive relationships in order for the relationship to be most beneficial for both older persons and their adult children. The quality of relationships between adult children and older persons according to Newby (2010) can ease participation of adult children in the lives of older persons. This study was conducted from a qualitative research perspective that is exploratory, descriptive and contextual in nature. The exploratory-descriptive design allowed the researcher to understand the topic by using a narrative strategy of inquiry. A non-probability purposive sampling method was applied to identify five older persons as well as the adult children of these older persons who are retirees of an automotive company in South Africa. Individual, semi-structured face to face interviews were conducted with older persons as well as with at least one of their adult children who did not reside with them. Thematic data analysis technique was used to analyse the data collected. The study is viewed as significant in enhancing the understanding of satisfying and caring relationships between older persons and their adult children in order to add to the body of existing knowledge in social gerontology and to improve direct social work practice with older persons.
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Yu, Wing-chi, and 喻詠芝. "The effects of training context on the learning of a relaxed phonationtask." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182396.
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Mattson, Susan Renee. "Talking about drugs: Examining self-disclosure and trust in adult children from substance abusive families." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2734.
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The main purpose of this study is to examine the relationships between drugs of choice that family members abused and the non-addicted family member's levels of self-disclosure, self-disclosure avoidance, and trust.
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Guck, Adam. "The Impact of Observational Learning on Physical Activity Appraisal and Exertion Following Experimental Back Injury and the Role of Pain-Related Fear." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011777/.
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Chronic low back pain (CLBP) is one of the most prevalent and disabling health conditions in the US and worldwide. Biomedical explanations of acute injury fail to account for why some individuals experience remission of pain and restoration of physical function while others do not. Pain-related fear, accompanied by elevated appraisals of physical exertion and avoidance of physical activity, has emerged as a central psychosocial risk factor for transition from acute injury to chronic pain and disability. Research has indicated that these pain-related factors may be maintained through observational learning mechanisms. To date, no studies have experimentally examined the role of observational learning and pain-related fear in the context of actual musculoskeletal injury. Accordingly, the present study examined the impact of observational learning and pain-related fear on activity appraisals and exertion following experimentally- induced acute low back injury. Healthy participants' appraisal of standardized movement tasks along with measures of physical exertion were collected prior to and following a procedure designed to induce delayed onset muscle soreness (DOMS) to the lower back. Following induction of DOMS, participants observed a video prime depicting CLBP patients exhibiting either high or low pain behavior during similar standardized movements. In line with hypothesized effects, participants assigned to the high pain behavior prime demonstrated greater elevation in pain and harm appraisals as well as greater decrement in physical exertion. Further in line with hypotheses, significant changes in appraisal and physical performance following the high pain behavior prime were only observed among participants endorsing high pain-related fear during baseline assessment. Discussion of findings addresses potential mechanisms of action as well as study limitations and direction for future research.
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Carter, Megan N. "Adult and Juvenile Sexual Offenders: The Use of Violence and Fantasies." PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/1719.
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Child sexual abuse (CSA) has been recognized as a widespread and devastating problem in our society. Definitional challenges result in a broad range of prevalence rates for CSA varying from 60/0 to 62% for females and 30/0 to 31 % for males (Finkelhor, Araji, Baron, Browne, Peters, & Wyatt, 1986). Although CSA affects our nation's children in epidemic proportions, researchers have found little conclusive evidence regarding CSA precursors.
One promising area for exploring the etiology of CSA may be the differential patterns of sexual fantasies in juvenile and adult sex offenders. Abel, Becker, Mittleman, Cunningham-Rathner, Rouleau and Murphy (1987) found that more than 40% of non-familial child molesters reported the development of deviant sexual fantasies prior to sexually offending. Despite variations in offender subgroups, Marshall, Barbaree and Eccles (1991) found that 22% of the offenders experienced deviant fantasies prior to their first sexual offense. Unfortunately, the literature in this area has been quite limited despite its potential.
Understanding offender similarities and differences in adult and juvenile populations may be important due to the large proportion of the offender population who begin sexually offending as juveniles and due to the treatment modalities that may be implemented for developmentally different offenders. As many as 500/0 of adult sex offenders have reported sexually deviant behavior beginning in adolescence (Becker, 1988; Ferhenbach, Smith, Monastersky & Deisher, 1986; Marshall, Barbaree, & Eccles, 1991). Juveniles have also been identified as perpetrators in more than half of all cases (Fehrenbach, Smith, Monastersky, & Deisher, 1986).
This study investigates the relationship between offenders' sexual fantasies and their use of physical force to sexually offend. This investigation was also designed to examine the similarities and differences between adult and adolescent sexual offenders on these dimensions. Findings reveal an empirical relationship between offenders' fantasies and behaviors in sexual offending. It is anticipated that additional knowledge regarding potential relationships between fantasies and behaviors will assist in assessing and intervening with accused and convicted sexual offenders. Potential implications for clinical assessment and intervention into sexual abuse are discussed as well as the potential for understanding maintenance factors in the continuation of sexual abuse.
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Jarvandi, Soghra. "Learning processes in food intake." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111915.
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Learning processes play a major role in controlling intake of food. Through repeated experiences an animal acquires the ability to predict the postingestive effects of a particular food (i.e., of its nutrients and energy) from its sensory characteristics. What is unclear from the literature, however, is whether an animal can anticipate the duration of subsequent food deprivation from predictive sensory qualities of a food, and hence increase the amount eaten of that cueing food. Therefore, the aim of this work was to investigate the characteristics of this under-researched type of learning, i.e., anticipatory eating, using laboratory rats trained on two lengths of fasting (short: 2-3 h, long: 8-10 h). The main findings were as follows. 1) Anticipatory eating is learnt when a choice is given between protein- and carbohydrate-rich foods as well as on a single balanced test food. 2) The learnt extra intake of food is instrumental to preventing the return of hunger, removal of which negative reinforcement extinguishes the response. 3) The resulting return of hunger induces re-learning of anticipatory eating. 4) During the training sessions, learning of anticipatory eating competes with classical conditioning of sensory preference. Conditioning of preference is likely to be stronger with the shorter than with the longer length of fasting. Therefore, the difference between intakes before the long and the short fast at each trial is the summed result of these two mechanisms of acquired increase in intake. While preference conditioning usually reaches a maximum rapidly, depletion-avoidance increases for as long as has been tested, with interruptions of rapid self-extinction and re-learning, This self-extinction contributes to the homeostatic character of this learning. 5) High-fat maintenance diet attenuates the learning of anticipatory eating. Overall, the findings provided robust evidence that eating in rats can be controlled by instrumental learning reinforced by hunger. Accordingly, the design of an experiment on such instrumental control of eating in human subjects is proposed to conclude this thesis.
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Ghani, Sazelli Abdul. "A study of student teachers' performance and psychological characteristics in learning introductory statistics." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2848/.
Full textAbstract:
The research study for this thesis was carried out in three stages. In the first stage, factors that might affect the learning of introductory statistics for student teachers were investigated. The factors were attitudes related to learning statistics, and the effects of the limitation of the student teachers’ psychological characteristics (namely, perceptual fields or the degree of field dependency and working memory space). In addition to these factors, student teachers’ performances in a test to identify misconceptions in basic descriptive statistics concepts and probability and also in their final statistics examination were scrutinised. The results from the first stage indicated that student teaches generally had positive attitudes toward learning statistics but not toward the introductory statistics course which was described as dull or uninspiring and too mathematical. The student teachers appeared not to cope with the task of taking down the lecture notes and simultaneously trying to understand the statistical concepts to be learned. Student teachers’ performance in the statistics examination revealed a significant correlation with their working memory although not with their degree of field dependency. From the test, misconceptions about certain concepts in basic descriptive statistics and probability were identified. These correlations may reflect the nature of the test materials as much as the nature of statistics. Based on the findings from the first stage, interactive statistics learning materials employing the cooperative learning method were developed in the second stage and given to an experimental group of student teachers from five teacher training colleges. Another group of student teachers (called the comparison group) from the same colleges were taught the same materials but through the traditional lecture method. A post-questionnaire and a test based on the materials learned were given to both groups after the completion of the second stage study. The degree of field dependency for the student teacher in both groups was also measured. Results from the post-questionnaire revealed that the experimental group overwhelmingly favoured the learning units that were based on the interactive and cooperative learning while the comparison group regarded the lecture method as being dull and uninspiring. It also appeared that learning statistics based on the cooperative learning method was more favoured by the male student teachers, the Non-Mathematics Education group and the field dependent student teachers. Perhaps, not surprisingly, the experimental group performed better than the comparison group in the test based on the learning materials. In the third stage, opinions were sought from the student teachers in their final semester of study, concerning their readiness to teach statistics in school. They also sat a multiple-choice test about basic concepts in descriptive statistics and probability. In addition, the working memory capacity and the degree of field dependency of the student teachers were also measured. The findings revealed that a majority of the student teacher did not have confidence in teaching statistics. This probably stemmed from the difficulty in understanding certain statistical concepts and perhaps the statistic courses that they had attended did not provide them with a good training. The findings from the test also revealed that misconceptions in some statistical concepts still persisted and that the student teachers appeared to have forgotten some, if not all, statistical subject matter that they had previously learned in the statistics lectures. Generally, these findings indicated the weaknesses of the traditional format of teaching introductory statistics course through the lecture method.
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Reves, Ian P. "New assemblies for learning : flexible construction systems aimed at new concepts of learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39616.
Full textAbstract:
The design and construction of American public high schools are forcibly influenced by ultra-cost effective techniques demanding simplicity in construction and durability of material. The inflexibility and banality of the architecture this paradigm typically delivers begs for exploration of the feasibility of innovative construction technologies. Technologies that influence both form and technique such as prefabrication of modular elements, utilization of CAD/CAM techniques to mill customized parts and pliable materials (i.e. plastics) crafted to achieve dynamic forms. More engaging, flexible learning environments could be realized that significantly increase the performance of the architecture, both formally and ecologically, as well as ennobling students.
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D'Amato, Rik Carl. "Subtyping children's learning disabilities with neuropsychological, intellectual and achievement measures." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/536293.
Full textAbstract:
The present study was an effort to empirically subtype children's learning disabilities. A review of the literature was presented with a focus on current and historical subtypingattempts. A cluster analysis was performed on 1144 school-age learning disabled children who had completed extensive neuropsychologica1, intellectual, and achievement measures. Four interpretable clusters emerged which were seen as (1) Verbal-Sequential-Arithmetic Deficits, (2) Motor Speed and Cognitive Flexibility Deficits, (3) Mixed Language/Perceptual Deficits, and a (4) No Deficit Subtype. Not only did these clusters indicate unique profiles for each subtype across the sample, but developmental differences were also apparent between all four clusters. The current investigation suggested the utility of an empirical-neuropsychological approach to subtyping children's learning disabilities, while also portraying the importance of neurodevelopnental considerations of subtypes. Future directions in research were discussed.<br>Department of Educational Psychology
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Leung, Shui-ho, and 梁瑞好. "Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959593.
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Löve, Jesper. "Contemporary aspects of health and performance among young adult women and men in Sweden /." Göteborg : Institute of Medicine at the Sahlgrenska Academy, University of Gothenburg, 2010. http://hdl.handle.net/2077/21941.
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Enigk, Mary Ellen. "A study on the nature and frequency of adult comments at Little League baseball games." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1231339.
Full textAbstract:
The National Alliance for Youth Sports compared field reports released in 1995 to those in 2000, illustrating a 5% to 15% increase in adults that have gotten out of line at youth events (Carlozo, 2000). The purpose of this study was to assess the nature and frequency of adult comments at Little League baseball games for children ages 9 to 12. In addition, adults were surveyed in order to evaluate their personal opinions of crowd conduct.The participants in this study consisted of adults attending Little League baseball games in rural Indiana from May 30, 2001 to June 26, 2001. To address the purpose of the study, the researcher recorded adult comments using an adaptation of the Parent Observation Instrument for Sports Events (Kidman et al., 1999). An additional sample of 65 adults attending the last game of the season was purposefully selected to complete the survey portion of the study.The researcher tried to determine if there were significant differences between the nature of the adult comments (positive or negative), the frequency of adult comments by team play (offense or defense), by gender of the adult, by team status (winning or losing), or by competitive level (major league or minor league). Additionally, the researcher tried to determine whether there were qualitative differences between actual comments and adult opinions of comments.A chi square analysis was calculated for hypotheses 1 - 5 (p < .05) and the last hypothesis compared a chi square calculation to the frequency counts on a survey of adults. The results showed a significant difference in the frequency of comments based on the nature of the comment (positive/negative), gender, and competitive level (major league/minor league). There was no significant difference between team status (winning/losing) and frequency of comments made. There was consistency between adults' opinions of comments and actual observations. Observation results showed higher frequencies of positive comments than negative comments. Through survey data analysis, it was determined that adults believed more positive comments were made at the games.<br>School of Physical Education
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Cheng, Mei Ling Tina. "An analysis of social & psychological factors in learning English as a second language in Hong Kong." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/98.
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Pavlas, Davin. "A model of flow and play in game-based learning the impact of game characteristics, player traits, and player states." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4513.
Full textAbstract:
In this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion. While flow state is often discussed in the serious games literature, in-depth empirical examinations of flow state remain elusive. In this dissertation I addressed this need by conducting a thorough literature review of flow, serious games, and game-based learning in order to propose a new model of flow in games. Two studies were conducted in support of this model. The first experiment consisted of the creation and validation of a play experience scale. Based on the data from 203 Study 1 participants, the Play Experience Scale was validated for use with video games. The 14-item version of the Play Experience Scale was composed of the components of freedom, lack of extrinsic motivation, autotelic experience, and direct assessment of play. The scale was reliable, with a calculated alpha of .86. In the second study, the newly developed scale was used alongside an immune system serious game to examine the impact of play, in-game performance, and emotional experience on flow in games. In an effort to provide a more symmetrical version of the scale, two items were added to the scale, resulting in a 16-item revision. Based on the empirical results obtained from Study 2's 77 participants, the proposed model of flow in games was revised slightly.; Though Study 2 only examined a subset of the overall model of flow in games, the evidence suggested the model was a good theoretical match. Further, the two added items of the Play Experience Scale were valid, providing a final 16-item version of the scale. Play and in-game performance were key predictors of game-based learning. Additionally, play, video game self-efficacy, and emotional experience exhibited a reciprocal relationship with flow state. Implications for serious game development, scientific research into games and learning, and industry testing of game playability were provided. Following these implications, conclusions were presented alongside suggestions for further research.<br>ID: 029051055; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 163-184).<br>Ph.D.<br>Doctorate<br>Department of Psychology<br>Sciences<br>Applied Experimental and Human Factors
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Brandt, Sheldon. "Clinically significant change after cognitive restructuring for adult surviviors of childhood sexual abuse." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52164.
Full textAbstract:
Thesis (MA) -- University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: This study investigated the outcome of cognitive restructuring for adult survivors of childhood
sexual abuse in terms of clinically significant change. Twenty-six participants were assessed for
depression, State anxiety, State anger, State guilt and self-esteem before and after 10 weekly
sessions of group Rational-emotive behaviour therapy and at follow-up after 8 weeks. In contrast to
a previous analysis of the data in terms of statistical significance indicating significant
improvements on all variables from pre- to post-treatment, an analysis based on clinically
significant change showed a differentiated treatment effect. Cognitive restructuring was found to be
highly effective in facilitating recovery on measures of anxiety, depression and anger, but less
effective for guilt and self-esteem. Only 3 participants (11.54%) recovered on all five variables,
while 10 participants (38.46%) showed recovery on at least four variables. Relationship to
perpetrator and pre-treatment irrational evaluative beliefs (measured by means of the Survey of
Personal Beliefs) were found to be the best predictors of treatment outcome. A poor response to
treatment was associated with the perpetrator being a close family member and with more Otherdirected
Shoulds, while recovery was associated with the perpetrator being a friend or stranger and
with more Awfulizing, Self-directed Shoulds and Negative Self-worth beliefs.<br>AFRIKAANSE OPSOMMING: In hierdie studie is die uitkoms van kognitiewe herstrukturering, as behandelingsprosedure VIr
volwasse slagoffers van kindermolesteuring, in terme van kliniese betekenisvolheid ondersoek. Sesen-
twintig deelnemers is voor en na behandeling (10 weeklikse groepsessies van Rasioneelemotiewe
gedragsterapie) en by opvolg na 8 weke in terme van depressie, Staat-angs, Staat-woede,
Staat-skuldgevoelens en selfwaarde geassesseer. In 'n vorige analise van die data in terme van
statistiese betekenisvolheid is betekenisvolle verbetering na behandeling op al die veranderlikes
gevind. 'n Heranalise van die data in terme van kliniese betekenisvolheid toon egter 'n
gedifferensieerde behandelingseffek. Daar is gevind dat kognitiewe herstrukturering hoogs effektief
was om herstel in terme van angs, depressie en woede te fasiliteer, maar minder effektief was ten
opsigte van skuld en negatiewe selfwaarde. Slegs 3 patiente (11.54%) het klinies betekenisvol op al
vyfveranderlikes verbeter, terwyl 10 pasiente (38.46%) op minstens vier veranderlikes herstel het.
Die pasient se verhouding tot die molesteerder en irrasionele kognisies voor behandeling (gemeet
met die Survey of Personal Beliefs) was die beste voorspellers van behandelingsuitkoms. 'n Swak
respons op behandeling het verb and getoon met 'n naby familielid as molesteerder en met meer
Ander-gerigte Eise, terwyl herstel geassosieer het met 'n vriend of vreemdeling as molesteerder en
met die irrasionele kognisies van Katastrofering, Self-gerigte Eise en Negatiewe Selfbeoordeling.
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SPENCER, ROBERT LEON. "TOLERANCE DEVELOPMENT TO THE EFFECTS OF ETHANOL: ROLE OF BEHAVIORAL THERMOREGULATORY RESPONSES (BODY TEMPERATURE, CLASSICAL CONDITIONING, OPERANT LEARNING)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183874.
Full textAbstract:
The mechanisms which account for the diminished responsiveness (tolerance) of an individual to a drug, as a result of prior exposure to that drug, are not yet fully understood. Recently, it has been suggested that drug tolerance is a learned adaptive response. This possibility was examined by studying the effect of ethanol on body temperature and behavioral thermoregulatory responses of Sprague-Dawley rats. Two major studies were conducted. The first study examined the initial dose-related effects of ethanol (1, 2, or 3 g/kg i.p.); the second study examined the effect of ethanol (2.5 g/kg i.p.) administered on 14 consecutive days. Rats were tested in a thermocline, a hollo plexiglass tube in which a linear temperature gradient (6-36°C) was established through local heating and cooling of opposite ends of the tube. The position of rats in the thermocline was detected by a series of infrared light emitting diodes and photocells. The body temperature of rats in the thermocline was transmitted by a temperature sensitive telemetry capsule surgically placed in the peritoneal cavity. Validation studies demonstrated that rats reliably responded to temperature cues within the thermocline. In the first experiment ethanol produced a dose-related decrease in body temperature. All rats following injection initially selected an ambient temperature cooler than baseline. Rats receiving control treatment or the high dose of ethanol eventually shifted to a warmer ambient temperature. Activity levels were depressed equally by all three doses of ethanol. In the second experiment tolerance developed to the hypothermic effect of ethanol. A diminished response to ethanol was evident by the second test day and was maximal by day 7. Ethanol treated rats selected a cooler ambient temperature than control rats throughout the 14 day period, and activity levels continued to be depressed by ethanol throughout the 14 days. On the fifteenth day all rats were given an injection of saline. Rats which had previously received daily ethanol injections exhibited a hyperthermic response to saline compared to control rats. These results suggest that ethanol altered the central control of thermoregulation by lowering and possibly broadening the thermoregulatory set point. There was evidence for a conditioned hyperthermic response, but not a learned behavioral response, which contributed to the tolerance development.
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Spencer, William David 1952. "An Attitude Assessment of Amateur Musicians in Adult Community Bands." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277924/.
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The purpose of this study was to ascertain certain factors which lead adults to participate in community band activity. This study attempted to answer the following questions: 1. What are the factors of rewards for community band participants based on the responses of a selected sample to validated attitude statements? 2. What are the relationships that might exist between certain demographic characteristics of the sample such as age, gender, education, occupation, musical training, geographic region (independent variables) and factors of participation (dependent variables) determined by principal components analysis? 3. What are the relationships that might exist between the findings of this study using member generated attitude statements and the findings of other attitude studies using researcher generated attitude statements? A 179-item survey was developed from an initital pool of 839 attitude statements after two pilot studies and an expert review. A randomly selected, stratified cluster sample of 74 organizational members of the Association of Concert Bands participated in the study. The average number of band members present during the survey process was 35. The average number of surveys returned per band was 23.66 for a return rate of 65.9% One thousand seven hundred twenty five individuals participated in the study. Frequency distributions of responses revealed the 36-50 age group to be the most represented (33%) followed closely by the 51-65 age group (27.8%). Males outnumbered females (57.5% to 42.3%). Over 80% of respondents were married. Almost 75% of respondents were college graduates. Over 60% had performed in college ensembles. Over half (55.4%) of respondents were either employed in the professional trades or white collar occupations. Almost 10% considered themselves professional musicians. Principal components analysis of the 179 items yielded six main factors of participation which were labeled Intrinsic Motivators, Organizational Motivators, Membership Standards, Repertoire/Conductor, Rehearsals/Performances, and Quality. Further analysis of Intrinsic Motivators yielded five second level components which were labeled Self-Growth, Musical Growth, Community Pride, Social Rewards, and Conductor. Second level components extracted from Organizational Motivators were labeled Attendance/Practice, Community Support, and Music Selection. Using t-tests and ANOVA, many significant relationships were found between groups on the six main factors and eight sub-factors (independent variables) with the demographic variables (dependent variables), especially age, gender, occupation, level of ensemble experience, past geographic region, present geographic region, and community size.
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Sperlich, Juntana Ginda. "Designing a brain-based learning environment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3216.
Full textAbstract:
The purpose of this project was to develop a teacher friendly guide that would help teachers not only apply brain-based strategies in the classroom, but also to see results from transforming their classrooms into brain-based learning environments.
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Ruggill, Jane Sanders 1943. "Learning and behavioral outcome of coccidioidal meningitis in children." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277010.
Full textAbstract:
Coccidioidomycosis is a fungal infection endemic to the southwestern United States. Hematogenous dissemination of the etiologic agent produces a chronic basilar meningitis in a small percentage of children. While new and aggressive therapy has decreased mortality, children with coccidioidal meningitis (CM) continue to suffer significant morbidity. A comprehensive investigation of intellectual, achievement, and behavioral outcomes in a series of 9 children who were diagnosed and treated for CM at the Arizona Health Sciences Center between 1977 and 1988 was conducted. Nearest-age siblings were also evaluated. Findings revealed compromised cognitive abilities and an increased incidence of academic and behavioral difficulties in the patient group as compared to normative expectations and the performance of siblings. Results support the need for timely educational interventions to assist such patients in maximizing their potential in the academic environment.
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To, Wing-hei, and 杜穎禧. "Does Chinese analogy chunk with culturally relevant rules?: development and validation of new Chineserules." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013949.
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Foster, Ryan D. "Effects of a Near-Death Experience Learning Module on Grief." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30455/.
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The researcher examined the effectiveness of a near-death experience (NDE) learning module on reducing distressing aspects and enhancing a growth aspect of grief among bereaved adults. Participants were 22 females and 2 males; 2 identified as African American, 3 as Asian, 2 as Latina/o, and 17 as White; aged 20 to 71 years with mean age 35.3 years. In this experimental design, the researcher randomly assigned 12 participants to the experimental group and 12 participants to the waitlist no treatment control group. Participants in the experimental group received the NDE learning module intervention, which consisted of 3 sessions over consecutive weeks. Six research questions were explored. A two-factor repeated measures analysis of variance was performed on five dependent variables to determine if the two groups performed differently across time according to the pretest and posttest results of the Despair, Panic Behavior, Personal Growth, Detachment, and Disorganization subscales of the Hogan Grief Reaction Checklist (HGRC). A one-way analysis of covariance was performed on one dependent variable to determine if the groups were statistically different according to the posttest results of the Blame and Anger subscale of the HGRC. Additionally, univariate eta squared was hand calculated to determine practical significance. Findings indicated that bereaved adults who participated in the NDE learning module showed small effect size for interaction on Panic Behavior (η2 = .05) and Personal Growth (η2 = .05), large effect size for interaction on Detachment (η2 = .15), large effect size for treatment type on Blame and Anger (η2 = .15), and negligible effect size for interaction on Despair (η2 < .01) and Disorganization (η2 < .01). Although no statistically significant results were found for any of the dependent variables (p > .05), effect size findings indicated modest to substantial benefits of the NDE learning module intervention for bereaved adults in the form of decreased panic behavior, blame and anger, and detachment, and increased personal growth. Implications for further research beyond this initial investigation are discussed.
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Jensen, Bradley K. (Bradley Kevin). "An Investigation of the Value of Color in Hard Copy Output." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc332657/.
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The objectives of this research were to: (1) augment existing research regarding the impact of information retention resulting from the application of redundant color codes; and (2) determine whether the application of color in hard-copy documents has a positive influence in business reports by non-color deficient subjects. This research was an extension of work done by Lamberski and Dwyer (1983) and Moore and Dwyer (1991). Both studies were hard copy based and focused on the impact of information retention resulting from the application of redundant color codes.
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Penderis, Kirsten. "A qualitative investigation of previously disadvantaged adult men’s psychological experiences of a sport development programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86622.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Considering the growing poverty and unemployment in South Africa, there is clearly an
urgent need for development, particularly among the historically disadvantaged communities
where the level of inequality is the highest. Sport has been viewed by a number of scholars as
a possible vehicle for developing communities. In this regard, involvement in sport and
exercise has been linked to psychological wellbeing, capacity building and skills
development among adolescents, which leads to the empowerment of individuals. This study
investigates the functioning of a Sport Development Academy, which uses canoeing as a
mechanism to improve the quality of lives of people living in a rural community in The
Valley of a Thousand Hills in Kwa-Zulu Natal. This qualitative investigation targeted a group
of seven young men, between the ages of nineteen and twenty-nine years old, who were
interviewed in order to examine their lived experiences as a result of participating in the
Academy and the extent to which the Academy impacted positively on their lives. The
Positive Youth Development Paradigm, Bronfenbrenner’s Eco-Systems Theory and the
Athlete-Coach relationship view, was used as a lens through which the research findings
were examined. The Athletes in the Academy learnt a number of values and skills such as
hard work, determination and respect. They became involved in pro-social behaviors as
opposed to anti-social behaviors due to their participation in the sport development programme. This participation resulted in the gaining of social capital which can lead to
upward social mobility. The capacity of these athletes has also been improved. These above
factors improve the psychological wellbeing of the individuals and equip them with essential
values and skills that make them more employable. The research findings suggest that the
involvement of the seven young men in the Academy produced a number of positive impacts.
Therefore, the results of the research indicate that sport can be used, to a certain extent, as a
vehicle through which development can occur.<br>AFRIKAANSE OPSOMMING: Groeiende armoede en werkloosheid in Suid-Afrika dui dat daar duidelik 'n dringende
behoefte vir ontwikkeling, veral onder die voorheen-benadeelde gemeenskappe is waar die
vlak van ongelykheid die hoogste is. Sommige navorsers sien sport as 'n moontlike voertuig
vir die ontwikkeling van hierdie gemeenskappe. In hierdie verband word betrokkenheid in
sport en oefening gekoppel aan sielkundige welstand, kapasiteitsbou en die ontwikkeling van
vaardighede onder tieners wat lei tot die bemagtiging van individue. Hierdie studie ondersoek
die funksionering van 'n sportakademie wat gebruik maak van die sport kanovaart as 'n
meganisme om die gehalte van die lewens van mense te verbeter wat woon in die landelike
gemeenskap van die Vallei van 'n Duisend Heuwels in Kwa -Zulu Natal. Hierdie
kwalitatiewe ondersoek van 'n groep van sewe jong mans, tussen die ouderdomme van
negentien en nege-en-twintig jaar oud, het bestaan uit onderhoude wat gevoer is om hul
ondervindinge te ondersoek as 'n gevolg van hul deelname aan die Akademie en die mate
waarin dit ‘n positiewe impak op hul lewens gehad het. Die Positiewe Jeugontwikkeling
Paradigma, Bronfenbrenner se Ekosisteemtoerie en die atleet - afrigter verhouding is gebruik
as 'n lens waardeur die bevindinge ondersoek is. Die atlete in die Akademie het 'n aantal
waardes en vaardighede aangeleer soos harde werk, deursettingsvermoë en respek. Hulle het
betrokke geraak in pro-sosiale gedrag in teenstelling met anti-sosiale gedrag as gevolg van hul deelname in die ontwikkelingsprogram. Dit het gelei tot die toename van hul sosiale
kapitaal wat gelei het tot groter sosiale mobiliteit. Die kapasiteit van hierdie atlete is ook
verbeter. Die bogenoemde faktore het gelei tot die verbetering van hul sielkundige welstand
en om hulle toe te rus met noodsaaklike waardes en vaardighede om hulle meer geskik te
maak vir toekomstige loopbane. Die navorsing dui verder daarop dat die betrokkenheid van
die sewe jong mans in die Akademie 'n aantal positiewe invloede tot gevolg het. Die resultate van die navorsing dui dus daarop dat sport tot ‘n sekere mate gebruik kan word as 'n middel
waardeur ontwikkeling kan plaasvind.
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Bernard, Trevor Marshall. "Environmental Perceptions to Promote Self-directed Learning in the Workplace." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7126.
Full textAbstract:
The purpose of this study was to identify perceptions of environmental changes that promote self-directed learning in the workplace by Human Resources Development (HRD) practitioners and to investigate possible differences of the dependent LPA score variables to independent variables of highest level of education achieved, race/ethnicity, age, gender, position title, industry, size of the organization, and years of HRD experience.
The research used a mixed method design. Qualitative data were recorded through four focus groups until a saturation of comments was reached. Quantitative Pearson product moment correlation and ANOVA statistics were used to show the possible differences of LPA scores with each demographic variable. Tukey post-hoc tests were used to compare significant differences in mean scores of associated variables.
Focus groups were conducted with 14 Human Resources Development (HRD) practitioners to collect the top five environmental preferences that promote self-directed learning in the workplace. The environmental preferences, the Learning Preference Assessment (LPA), and the demographic form made up the survey to measure participant self-directed learning readiness across independent variables. A total of 163 participants completed the survey.
Results showed the consensus mean scores for importance of implementing environmental preferences that promote SDL in the workplace was 3.39 for other written categories and 3.31 for organization culture encourages employees to learn on their own. The consensus mean scores for ease of implementing environmental preferences that promote SDL in the workplace was 2.53 for flexibility to work virtually with mobile access to learning and 2.16 for managers guide employees/match content to role.
Pearson product moment correlations showed no significant evidence of relationship between the continuous LPA mean scores and age variables. Group mean scores were compared for the remaining independent variables. The results were significant for the level of education and the size of the organization. Tukey post-hoc multiple comparisons tests were conducted for the differences of LPA scores and the demographic variables of highest level of education achieved and the size of organization. Only the level of education categories of high school diploma or equivalent and master’s degree were found to be significant.
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Earles, Julie Lynn. "Influence of type of material to be remembered on adult age differences in memory performance : is there something special about performed activities?" Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/28864.
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