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1
Skotarczyk, Mitchell A. "The Effect of Culture on the Implementation of International Financial Reporting Standards." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/165.
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As globalization increases at a blistering pace, more and more business entities continue to get involved in cross-border capital investments. A considerable cost can be applied to these types of transaction for the translation of financial statements prepared under dissimilar accounting guidelines into a comparable form. There exist a multiple number of accounting systems that create these dissimilarities, because accounting is a language of business that has been created by society to provide information as to the economic health of an entity. Similar to any other language, varying types of “accounting language” are used across different regions of the globe to convey this information.
2
Priester, Nicole. "An Explanatory Study of the Influence of Pastoral Leadership Styles on the Organizational Effectiveness of Baptist Churches." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752433.
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<p> The objective of this study was to investigate leadership in nonprofits. Specifically, the goal was to contribute to the empirical literature on the relationship between pastoral leadership styles and the organizational effectiveness of their churches. This quantitative ex-post facto study investigated the explanatory power leadership styles have upon the overall organizational effectiveness among Baptist pastors in a Southern Baptist Association in a Western state. Leadership styles was measured by Avolio, Bass, and Zhu’s 2004 Multifactor Leadership Questionnaire 5x Short [MLQ] and organizational effectiveness was measured by a Southern Baptist Association in a Western state’s annual church profile, respectively. This explanatory research encompassed the comparative relationship between the variable of pastoral leadership styles and how they influence the variable of organizational effectiveness in churches, as defined by church membership, the number of baptisms, and financial giving. A sample of 28 pastors self-reported their leadership styles in an online survey. This was followed by a comparison of the organizational effectiveness statistical data sets collected from a Southern Baptist Association in a Western state to the pastoral leadership styles. SPSS, v. 22 was used for data analysis. The findings state pastoral leadership styles as transactional and transformational. A <i>t</i>-test was conducted to compare the means of the leadership styles. Based upon the <i>t</i>-test results, it was determined there is a difference between the leadership styles of pastors and the organizational effectiveness measures of their churches. The difference was significant.</p><p>
3
Ward, Charles W. "The Association Between Attributional Styles and Academic Performance of Students in a Program of Religious Studies." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279094/.
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The problem addressed in this study was to determine if a significant association exists between attributions and academic achievement among students in a program of religious training at a Bible
college. The research was designed to ascertain if optimistic attributions are more frequently associated with students in programs of religious education than with students in a public state-supported university environment. No significant correlation was found between optimistic explanatory styles and the academic achievement of Bible college students. A significant positive difference was found to exist between the explanatory styles of students at The Criswell College and students at the University of North Texas.
Students in religious courses of study tended toward attributions for negative events that were external, unstable, and specific. The University of North Texas students tended toward attributions for negative events that were internal, stable, and global.
4
Mou, Dai, and manchurian0@yahoo com. "The Use of Suggestion as a Classroom Learning Strategy in China and Australia: An Assessment Scale with Structural Equation Explanatory Models in Terms of Stress, Depression, Learning Styles and Academic Grades." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070207.152256.
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This study is innovative in that it draws together the concepts of suggestion from several cultural groups and develops an inventory to account for variations the occurrence of scale to studies the relatively new area of the effects of suggestion in classrooms and compares effect on personality and academic variables. As new ideas and knowledge become more widespread and accepted by the community and teaching profession, precision in the applications of suggestion in the classroom is being seen as more important. Although new to education, suggestion and similar variations has always been central to influencing behaviour and learning among pastoral, counseling and hypnotherapy fields. Teachers who had experience or influence from those fields or the ideas of Lozanov (1978) or accelerated learning groups were and are more the exception than the rule. However, as new ideas become more influential, the influence of suggestion in is becoming increasingly important in progressive, modern education. A major goal of the study was to provide a valid instrument to compare Chinese and Australian differences and similarities in use of suggestion in learning. It was hoped that such a comparison would provide increased mutual understanding of values, strategies, practices and preferences by teachers and students. A second goal was to develop a causative model that explained the relationships between the measured variables of personality and learning behaviour and suggestion in teaching and learning.. A third aim was to make a comparison on effects and performance of suggestion in teaching and learning in Australian, Chinese and Australian accelerative learning classes. This study examined differences between Australian and Chinese high school Science classrooms in their use of suggestion in teaching and learning. To ascertain the prevalence and types of suggestion in the classroom the 39-item suggestion in teaching and learning (STL) scale was developed and validated v in Year 7, 9, and 11 high school classes in China and Australia. The STL scale categorized suggestion into the following types or subscales: Selfsuggestion, metaphor, indirect non-verbal suggestion, general spoken suggestion, negative suggestion, intuitive suggestion, direct verbal suggestion, relaxation, and de-suggestion. The study involved surveying 344 participants (n=182 female, n=162 male) from four high schools in Australia and China. A further 374 participants (n=108 teachers, n=266 students) from six high schools were surveyed for selecting a Chinese sample in a pilot study. About 284 participants (China: 200 students; Australia: 84 students [includes 8 adults]) were observed for validation of the STL instrument. All subjects and classes were randomly selected and were surveyed and observed for the purpose of scale and model development. The STL scale was found to be capable of distinguishing different types of suggestion within Chinese, Australian, and Australian Accelerative Learning classes. The STL scale was significant as a first scale to measure suggestion in teaching and learning in Australian and Chinese classrooms. Items in the scale were strongly and significantly correlated with other items within the subscales and with the overall scale. Path analytic techniques were used to explain relationships between the STL scale, its subscales, nation, gender and high school students profiles on stress, depression, learning styles and academic grades. Limitations of the study included problems arising from language and cultural differences as well as newness of the scale and the field of study. Recommendations for further study included strengthening aspects of the scale with new items and further qualitative and quantitative studies on the uses of suggestion in academic learning and other forms of change in childhood and adolescence.
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Shapcott, Erin J. B. "Explanatory style and concussed athletes." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83840.
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Those with an optimistic explanatory style have generally been linked with improved mental and physical health across a variety of chronic and serious conditions. The purpose of the current study was to examine the effects of explanatory style on sport related concussions. University varsity athletes (n = 348) from six interdependent team sports at two universities completed both the Attributional Style Questionnaire and the Sport History Questionnaire to examine personality variables and concussion rehabilitation. Overall, the findings indicated that explanatory style did not influence concussion recovery. However, it did effect concussion prevalence, with pessimists experiencing significantly more concussions. Furthermore, various gender differences were demonstrated for concussion prevalence and recovery. The current results help understand the psychology of concussions, as well as concussion prevention efforts and management strategies.
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Parker, Paula M. "The effects of explanatory style on bowling performance." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3983.
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Cantrell, Kristen F. "An exploratory examination of the effectiveness of explanatory style for positive versus negative events in group cognitive behavioral treatment." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1221722901&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Hirsch, Jameson K., and Jessica K. Rabon. "Optimistic Explanatory Style and Suicide Attempt in Young Adults." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/660.
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Suicidal behavior, including suicide attempt, may result from maladaptive explanatory patterns for past negative life events, in which a person attributes the causes of stressors to internal, stable and global factors. Conversely, an optimistic explanatory style involves perceiving negative life events as external, transient and specific, and may be related to reduced suicide risk. We examined the association between attributional style and lifetime suicide attempts in 135 college students, covarying age, race and ethnicity. Participants provided informed consent and completed an online survey. An optimistic explanatory style was associated with reduced risk of suicide attempt; this effect persisted in a model controlling for hopelessness and depressive symptoms. The manner in which an individual interprets negative life events may buffer against suicidal behavior. Therapeutic strategies to promote an optimistic explanatory style may be successful in the prevention of suicide.
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Larson, Kenneth Allan. "Explanatory style and absolute performance in college male basketball players." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22536.pdf.
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Rozhon, Michele Antoinette. "Effects of explanatory style and situational constraints on goal setting." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09192009-040320/.
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Martinez, Ramiro 1964. "Explanatory Style and College Performance in Students with Physical Disabilities." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278608/.
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Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made attributions that were internal-stable-global (pessimistic ES) were more likely to experience mood and behavior deficits in the wake of bad events. The present study examined college achievement (GPA), utilization of university services, goal specificity, goal efficacy, and responses to academic setbacks, as these variables were related to ES. Additionally, ES scores were examined with regards to differences in gender and disability status (both between different disability groups and between individuals with and without physical disabilities).
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Sun, Selisik Zeynep Eda. "The Dimensions Of Perfectionism And Their Relations To Helpless Explanatory Style." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217678/index.pdf.
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This study aimed at examining the association between perfectionism
and helpless explanatory style as a function of gender in a Turkish university
sample. The sample consisted of 331 undergraduate students from 35
departments of Middle East Technical University. Turkish version of
Multidimensional Perfectionism Scale (MPS, Oral, 1999) and Depressive
Attribution Style Questionnaire (DASQ, Aydin, 1988a) were used to collect
data. Factor analysis was employed to the MPS scores to investigate the
dimensions of perfectionism as perceived by the participants. MANOVA was conducted to examine a possible relationship between perfectionism and
helpless explanatory style as a function of gender.
Results of the factor analysis revealed four factors, termed self-oriented,
socially prescribed, other-oriented perfectionism, and perfectionist
expectations. With regard to the results of the MANOVA no significant
associations emerged between perfectionism and helpless explanatory style as a function of gender.
13
FitzGerald, Michael R. "Organizational cynicism its relationship to perceived organizational injustice and explanatory style /." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1019069421.
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FITZGERALD, MICHAEL ROBERT. "ORGANIZATIONAL CYNICISM: ITS RELATIONSHIP TO PERCEIVED ORGANIZATIONAL INJUSTICE AND EXPLANATORY STYLE." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1019069421.
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Sites, Teresa L. "The origins of explanatory style : closeness to parent or negative life events." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544144.
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The Reformulated theory of learned helplessness emphasizes maladaptive explanatory style and its influence on depression, achievement, health, and coping. Individuals who habitually explain unpleasant/uncontrollable events by internal, stable and global causes (and good events by external, unstable, specific causes) are said to have a maladaptive explanatory style. Researchers speculate that negative life events (such as parental divorce or death) contribute to the development of this style. Researchers have sought to explain adjustment-related difficulties by focusing on traumatic life events, such as divorce or death of a parent and their adverse effects on childhood development.Literature concerning the correlates of father absence, divorce, parental death, attachment and stressful life events shows that closeness to parents can mediate the impact of these events on adjustment and development. The mediating effects of closeness to parent may explain why not all children who experience these events actually develop maladaptive explanatory styles.This investigation examined the relations between Negative Life Events, Closeness to Parent and Explanatory Style. By looking at these relations, we can determine which variable is more influential in developing the maladaptive style. It was expected that Closeness to Parent would be a better predictor of explanatory style than Negative Life Events.Participants were 86 college students who completed a questionnaire that assessed explanatory style, closeness to parent, negative life events, and level of depression. Multiple regression was used to determine the significant predictors of explanatory style and depression. Results showed that none of the variables were significant predictors of explanatory style. Recent life events, closeness to mother and explanatory style were significant predictors of depression. Discriminant analysis was used to determine whether participants whose parents were divorced could be differentiated from those whose parent's marriage was intact using explanatory style, closeness to parent and depression as predictors. Results showed no significant differences between these groups. Sample group means for depression and life events were higher than those from normative studies for the Beck Depression Inventory and the Life Experience Survey.As the literature showed, closeness to parent and negative life events should account for some of the variance in the maladaptive style. The absence of these relations may be attributed to theoretical and methodological issues concerning closeness to parent and explanatory style.However, since this sample had high levels of depression and life stress, theoretically these relations should have been found. This points to the importance of the problems discussed.Prospective longitudinal studies, although costly and time consuming may be useful in determining the antecedents of a maladaptive explanatory style.<br>Department of Psychological Science
16
Buser, Trevor J. "Explanatory style as a mediator between early family messages and self-injurious behaviors." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Kirk, Alice Joy. "The effect of explanatory style on the coping strategies of women in recovery." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3366.
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Strawbridge, Martin. "An investigation of optimistic explanatory style and dispositional optimism in the management of asthma." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500922.
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This study aimed to investigate the relationship between two different types of optimism, dispositional optimism and explanatory style, and negative affectivity, health status variables and self care behaviours, in a sample of individuals living with asthma. In order to investigate the nature of the relationship between the described optimism, negative affectivity and asthma variables, a non-experimental. cross-sectional design was employed, collecting quantitative data via the use of self report measures. The study recruited 59 adult participants, diagnosed with asthma. Participants completed measures to assess optimism, asthma health status, asthma self-care behaviours and negative affectivity. Participants were recruited via a General Practice surgery in Cromer and outpatient asthma clinic at the Norfolk and Norwich University Hospital. Participants had the option to complete the measures by attending an interview or via the post.
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MacPhail, William R. "Performance Under Pressure: The Effect of Explanatory Style on Sensory-Motor Performance Under Stereotype Threat." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/166.
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Do participants with external attribution styles outperform participants with internal explanatory styles in pressure-filled situations? Explicit-monitoring theory suggests that performance becomes impaired when conscious attention is devoted to performing a task normally carried out by automatic processes. Attributing potential failure to an external source (e.g., blaming a sudden gust of wind for a poor golf shot) can decrease the negative effects of stereotype threat, a social-psychological predicament known to engender feelings of stress similar to those experienced in pressure-filled situations, by preventing explicit monitoring from taking place. The current study examined whether individual differences in attribution style, as measured by the Attributional Style Questionnaire, affects golf-putting performance under stereotype threat. The present author hypothesized that participants with external explanatory styles would perform better than participants with internal explanatory styles under stereotype threat, because external participants would be predisposed to create external sources to attribute the cause of poor performance.
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Sorley, Matthew G. "Explanatory style and the financial markets, individual risk preference and response to financial loss situations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0016/MQ48411.pdf.
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Sorley, Matthew G. Carleton University Dissertation Psychology. "Explanatory style and the financial markets; individual risk perference and response to financial loss situations." Ottawa, 1999.
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Taylor, Mark Anthony. "The effects of success and failure situations in relation to hope and explanatory style for perfectionists /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115595.
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Paulsson, Sanna, and Linda Lindgren. "Retention : An explanatory study of Swedish employees in the financial sector regarding leadership style, remuneration and elements towards job satisfaction." Thesis, Växjö University, School of Management and Economics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1920.
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<p>Introduction: Companies today are forced to function in a world full of change and complexity, and it is more important than ever to have the right employees in order to survive the surrounding competition. It is a fact that a too high turnover rate affects companies in a negative way and retention strategies should therefore be high on the agenda. When looking at this problem area we found that there may be actions and tools that companies could use to come to terms with this problem. Research told us that leadership, remuneration and elements like participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere is important for job satisfaction and retention.</p><p>Object: The main objective is to increase the understanding regarding employee’s retention in relation to leadership style, remuneration and elements such as participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere in the Swedish financial sector.</p><p>Method: We wanted to investigate how employee of the Swedish financial sector prefers to be retained, and how they consider and react to the chosen areas. The survey has a quantitative approach with a web based questionnaire and includes 129 respondents from banks, insurance and finance companies. The theoretical framework includes leadership and leadership style, financial as well as non-financial remuneration and research done in later years regarding participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere connected to retention.</p><p>Conclusion: The result shows that regarding leadership the respondents prefer leadership based on relations were they feel appreciation. Both appreciations from the closest manager as well as the company management influences employee job satisfaction in a positive way. More money was the most common reason for wanting to change jobs, and when asking how the remuneration system should be designed, base pay with additional bonus and benefits were preferred. But also non financial factors such as participation, feedback, autonomy, fairness, responsibility, development and work-atmosphere must be taken in consideration to satisfy since they seem to increase employees’ willingness to stay in the company.</p>
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Lau, Lok-yan Felicia, and 劉洛恩. "The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37101663.
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Cooper, Katie Logan. "An examination of agricultural education pre-service student teachers' explanatory style, beliefs and expectations about teaching, and strengths finder profiles." Thesis, Montana State University, 2004. http://etd.lib.Montana.edu/etd/2004/cooper/CooperK04.pdf.
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The purpose of this study was to examine levels of optimism and pessimism along with the beliefs and expectations of teaching in agricultural education pre-service teachers, and to compare these findings to that of the Gallup Organization's Strengths Finder profiles. The states included in this study were Arizona, Idaho, Montana, Oregon, Utah, and Washington. The data for this study was collected using web based survey instruments. The population consisted of 61 pre-service agricultural education students. These students were enrolled in an agricultural education teaching methods class during the Fall 2002 semester, and planned on student teaching in a high school agricultural education program during the Spring or Fall 2003 semesters. A demographic survey, the Beliefs and Expectations about the First Year of Teaching, and the Academic Attributional Style Questionnaire (AASQ) were posted on a web site. The Strengths Finder instrument was used by providing each respondent a copy of the book, Now, Discover Your Strengths (Buckingham and Clifton, 2001) and was found at a Gallup organization web site. Overall, respondents believed that they will perform better at the teaching tasks as outlined in the Beliefs and Expectations about the First Year of Teaching than their peers. Only three respondents were excessively pessimistic and only five respondents were overly optimistic as reported by the results of the AASQ. The top five first strengths on the Strengths Finder profile as reported by the respondents were: "Adaptability", "Input", "Achiever", "Learner" and "Developer". Collectively, when the respondents were examined by looking at all three questionnaires, no overly pessimistic theme strengths were identified as measured by the AASQ and the Beliefs and Expectations surveys. A regression analysis, using a step-wise method was conducted. Only one independent variable, "scholarship" had a significant influence on the AASQ scores. Strengths Finder themes "Intellection", "Relator", and "Woo" were identified as being overly optimistic, as measured by the AASQ. All groups felt that they would perform better than their peers at the teaching tasks presented by the Beliefs and Expectations instrument except the Strengths Finder theme "Restorative". This group scored a 0.00, meaning the respondents think they will perform the same as their peers.
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Lau, Lok-yan Felicia. "The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on university undergraduate students." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37101663.
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Wiliams, Shelley-Ann. "Moderators between work context and psychological health in a public service sector / S. Williams." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4990.
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Work context has many consequences for the psychological outcomes of employees. These outcomes also have consequences for the employer through possible loss of productivity, impaired health of employees which may be associated with absenteeism and turnover intention, among others. The literature also shows that these outcomes are not always the same even under similar working conditions. Theorising in cognitive psychology indicates that the way in which an individual appraises a situation may be more important to psychological outcomes than the actual presence of a stressor. Recently, personal resources have been hypothesised to influence these individual differences. Few if any studies have explored such personal resources as moderators in the relationship between work context and psychological outcomes, especially in the South African public service context. Thus, the general aim of this study was to determine whether personal resources (emotional intelligence, self-efficacy and explanatory styles) are moderators in the relationship between work context Gob demands and job resources) and psychological outcomes (psychological well-being and work engagement) in a sample of government employees.
A cross-sectional survey research design was implemented. Data were collected from 459 participants with the following measuring instruments, the Job-Demands Resources (JD-R) Scale, the Satisfaction with Life Scale (SWLS), the Affectomemter-2 Short-form (AFM.), the Utrecht Work Engagement Scale (UWES) , the Emotional Intelligence Scale (ElS), the General Self-efficacy (GSE) scale, and the Explanatory Style (ES) Questionnaire. A demographic questionnaire was developed by the first author to capture diverse information from the participants relating to gender, turnover intention, post level and so forth.
Analyses were conducted mainly in 2 steps. Firstly, multiple regression analyses were used to test the main effects of work context variables on psychological outcomes. Secondly, two-step hierarchical regression analyses were used to test whether personal resources (emotional intelligence, self-efficacy, and explanatory styles) moderated the relationship between work context variables and psychological outcomes. Before testing the moderation, all independent variables and moderator variables (dimensions of personal resources) were centred so as to exclude the possibility of any multicollinearity in the regression equation.
The results of the study, reported in three articles/manuscripts, showed significant
main effects for work context and the personal resources as predictors of psychological
outcomes. In the second place, the results also showed that the personal resources used in
this study moderate the relationship between work context and psychological outcomes.
In the first article, it was concluded that emotional intelligence is of potential
value, especially in the public sector that is focussed on optimal service delivery, and
where emotional encounters are stock-in-trade. Emotional intelligence is a valuable
personal resource to cultivate for establishing, developing, and maintaining positive
outcomes in psychological well-being in the workplace. In the second article, it was
concluded that as self-efficacy beliefs facilitate actions and behaviour taken by
individuals, it is important that feedback and modelling could play an important role
especially in service-oriented work contexts that may need self-regulation of emotions. In
the third article, it was concluded that as attributional feedback can induce change in how
individuals perceive their success or failure in a task, the role of explanatory styles in
psychological outcomes could be cultivated through active feedback given to employees
on their performance and possibilities of future growth in the organisation.
Overall it was concluded that a lack of job resources in the presence of high job demands will undermine psychological outcomes even in the presence of personal resources. Therefore, the consequences for health impairment and negative outcomes cannot be over-emphasised in a situation where job demands outstrip job resources. Employees in the public service require skills such as social and emotional competency, self-efficacy and optimism as these are important tools in dealing with the public. Employees must have initiative, flexibility, motivation to achieve, empathy, self-esteem and confidence, self-control, and group management among fellow employees and the public that is served by them.
Although the limitations for this study are related to the fact that it was a cross-sectional research design and data was collected using self-reports, insights were gained about the role of personal resources in the relationship between work context and psychological outcomes. Based on all three articles, it was recommended that cross lagged panel studies may be useful in further clarifying the role of personal resources in longitudinal studies about the relationship between job resources and psychological outcomes and possible upward spirals arising from facilitating these relationships. Aspects of such studies may also include a qualitative assessment of what participants perceive as job resources and personal resources and these help them to achieve their goals.<br>Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2010.
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Fox, Leann Alicia. "An exploration of the relationship of explanatory style to academic achievement, college student persistence, ACT/SAT composite scores, and College Student Inventory measures." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/fox/FoxL0506.pdf.
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The purpose of this study was to determine the relationship of explanatory style to academic performance, SAT or ACT composite scores, College Student Inventory (CSI) data, and retention or attrition of Montana State University College of Agriculture students. The predictive capability of measured independent variables to anticipate first to second year attrition of freshmen in the College of Agriculture (COA) at Montana State University (MSU) was tested. The potential for using the Academic Attributional Style Questionnaire (AASQ) to identify COA students most susceptible to attrition during their freshmen year at MSU was ascertained. Freshmen took the CSI during summer orientation and the AASQ was administered to students in four COA classes. A cohort group of COA full-time, first-time freshmen that had taken both the CSI and AASQ was established and tracked from the fall of 2004 through the fall of 2005. Retention was defined as enrollment in the COA for a second fall semester. The majority of the cohort group was female, white/Caucasian, had been enrolled in a high school agriculture class, graduated from high schools with enrollments less than 400 students, had been involved in 4-H or FFA, and intended to seek a graduate level degree. Mothers were more highly educated than fathers. Most students planned to work while in college. The only independent variable significantly correlated with retention was second semester cumulative GPA. The combination of second semester cumulative GPA, plans to work, degree sought, and high school agriculture class enrollment was able to predict 19 percent of the variance in retention rates. However, contrary to the literature, high school agriculture class enrollment was negatively correlated with retention. The majority of students demonstrated neither optimistic nor pessimistic explanatory styles. Significant relationships were shown between explanatory style and high school GPA, study habits, sociability, and openness to financial guidance. The AASQ demonstrated little value for recognizing students in the cohort susceptible to attrition from the COA, but did indicate some usefulness for use as an advising tool.
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黃鈴淯. "The relationship of Parenting Styles, Attachment Styles and Explanatory Styles of Junior High School Students in Kaohsiung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72211873725065100458.
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碩士<br>高雄師範大學<br>輔導與諮商研究所<br>98<br>The purposes of this study are to understand the correlation between parenting styles, attachment styles and the explanatory styles of junior high school students in Kaohsiung city. The subjects for this study are 1197 1st and 2nd grade junior high school students randomly sampled from the public junior high school students during the academic year of 2008 in Kaohsiung city. Questionnaire methods were employed and the instruments used in the study included “Parenting Style Scales”, “Attachment style Scales for teenagers” and “Explanatory Style scales for high school students”. To analyze the data, the descriptive statistics, χ2, t-Test, one-way ANOVA, two-way ANOVA, Pearson Product-moment Correlation and Multiple Stepwise Regression Analysis were used. The research results and conclusions are summarized as below:
1. Fathers’ parenting styles of junior high school students in Kaohsiung city are more inclined to authoritative and neglecting styles; while mothers’ parenting styles are more inclined to neglecting and authoritative styles.
2. The attachment styles of junior high school students are mostly secure attachment.
3. The explanatory styles of junior high school students, no matter in positive or negative events, are a little bit inclined to “internal”, “stable”, and “global” explanations.
4. Mothers are more responsive toward junior high school female students than toward junior high school male students, and fathers are more demanding toward male students than toward female students.
5. Toward the oldest in birth order, mother and father are both more responsive and demanding than toward the youngest.
6. Regarding junior high school students of double parents’ families, mother and fathers’ response and demand are higher than those of single parents’ families, as well as in the level of secure attachment and avoidant attachment.
7. For those parents adopting authoritative styles, their children are more inclined to secure attachment and preoccupied attachment. Moreover, in adopting neglecting styles, their children are more inclined to avoidant attachment.
8. Those of secure attachment are more stable in positive events and are significantly more internal in negative events than those of preoccupied attachment. Those of preoccupied attachment are more internal in negative events than those of avoidant attachment.
9. There are existing moderate to low correlation between different parenting styles, attachment styles and explanatory styles.
10. Background variables, parenting styles and attachment styles can be regarded as reference data of predicting the junior high school students’ explanatory styles.
Lastly, according to the results above, the suggestions are offered as reference for school education, counseling and guidance, family interactions and future studies.
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Yang, Pei, and 楊珮. "Correlational Research on Parenting Styles and Students’ Explanatory Styles in a Junior High School in Chiayi County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/95230022461125802446.
Full textAbstract:
碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>101<br>This paper aimed to explore the differences between the parenting styles and students’ explanatory styles, illustrated with the sample of students in a junior high school in Chiayi County. It started with the background variables of the parenting styles of the parents and the explanatory styles perceived by the parents’ children, the students, were analyzed. Then the correlations between the parenting styles and students’ explanatory styles of the parenting were explored. Finally, the research took a closer look into the parenting styles’ predictability on the students’ explanatory styles. Questionnaires were sent out to 509 students, the studied objects who are the 7th, 8th and 9th graders of a junior high school in Chiayi County, for a general research survey, and the research tools used were “Parenting Scale - My Parents” and “Junior High School Students’ Explanatory Style Scale - Type A Questionnaire”. By descriptive statistics, one-way ANOVA analysis, t test, Pearson correlation, and stepwise multiple regression analysis, the data were processed and sorted out. The findings from the analysis of the questionnaires are concluded as follows:
1. As perceived by the junior high school students, the “demanding” from the
parenting style is higher than the “responsiveness” the students obtain.
2. When facing the positive and negative everyday events, these students all
tend to have internal/personal attribution rather than universal and
permanent attribution.
3. In the “overall explanatory styles”, these students are prone to have
“negative attribution” in the face of the negative everyday events.
4. In the variance analysis of parenting styles under different backgrounds,
the 7th and 8th graders have higher variance than the 9th graders, and the
fathers of “police occupation/middle class social status” have higher
variance than the fathers of “high-ranking executives”.
5. In the aspect of variance analysis of explanatory styles under different
backgrounds, the girl students are averaged higher than the boys in
“personalized explanatory styles on negative events”; the 8th graders have
a higher scale than the 9th graders in “personalized explanatory styles on
negative events” and “explanatory styles on negative events”; the 7th
graders have a higher scale than the 8th graders in “general explanatory
styles on positive events”; the 7th graders have a higher scale than the
9th graders on “overall explanatory styles”. Meanwhile, the “literacy
or primary education” fathers have a higher scale than
“college/university” fathers. The “labor/unemployed” and the “shop
owner” fathers have a higher scale than “public servant” fathers.
6. The parenting styles and students’ explanatory styles are significantly
correlated.
7. The parenting styles have predictability toward students’ explanatory
styles.
Hopefully, the results of this research can provide to educators, teachers, counselors, social workers and counseling institutions as a reference not only for their policy making but also for caring students.
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Tsai, Chih-Ping, and 蔡治平. "A Study on Relationships among Explanatory Style, Learning Styles and Academic Achievement: Taking the Eight Graders in Taipei as An Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/71659831744717884472.
Full textAbstract:
碩士<br>銘傳大學<br>教育研究所碩士班<br>99<br>The study is to analyze the relationships among Explanatory Style, Learning styles and Academic Achievement among eight graders in Taipei. There are 70 public junior high schools in Taipei, 568 students in 10 schools are sampled to fill out the questionnaires. The instrumentations include the explanatory style inventory for high school students, the learning style inventory and the students’ final scores for Chinese and Math.
The data are examined by descriptive statistics, Z scores, T test, F test, Pearson’s Product-moment Correlation, and Multiple Gradually Regression Analysis. The conclusions drawn from the data research are as follows:
1. Girls in the permanence of the negative explanatory style are more apparent
than boys.
2. The eight garders from single parent family tend to learning by concrete
experience. This learning style is deverger or accommodator.
3. The eight garders from high socio-economic households tend to learning by
abstract conceptualization. This learning style is converger and
assimilator.
4. Girls with significantly higher school performances in Chinese subject than
guys.
5. The eight garders in parents families whose academic achievement are
significantly higher than juniors in single parent families.
6. The eight garders in high socio-economic households whose academic
achievement are significantly higher than juniors in low socio-economic
families.
7. The permanence of the positive explanatory style and abstract
conceptualization have good predictive power in academic achievement.
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Tsui-Yu, Cheng, and 程翠鈺. "A Study of the Relationships Among the Explanatory Styles, Burnout and Life Satisfaction in Elementary School Teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/49616336045582385375.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人資處教育心理與諮商碩士專班<br>98<br>Abstract
The main purpose of this study is to realize the relationship between the explanatory style, burnout, and life satisfaction among Elementary School Teachers, and find out how the life satisfaction is affected by their explanatory styles and feeling of burnout. Of all the elementary school teachers in Taoyuan County, 925 teachers (substitute teachers not included) were surveyed by a classified questionnaire. The data was filed by SPSS for Window 15.0 and analyzed by descriptive statistics, canonical correlation analysis, multiple correlation analysis, MANOVA, t test, and stepwise multiple regression analysis. The results are as follows:
1. Teachers tend to believe the causes of events are internal, global and stable in the face of the positive events in working circumstances.
2. Positive events affect teachers’ burnout on job. Teachers, while facing positive events, feel less burnout on job since they consider the causes of events are internal, global and stable.
3. Negative events affect teachers’ burnout on job. While facing negative events in working conditions, teachers have more burnout on job because they view the causes of events as external, specific and unstable ones.
4. Teachers have higher level of life satisfaction if they take the causes of events as internal, global and stable ones while meeting positive events.
5. In the face of positive events, teachers who consider the causes internal, global and stable have less burnout than the teachers who consider the causes external, specific and unstable.
6. In the face of negative events, teachers who think the causes internal, global and stable have less burnout than the teachers who think the causes external, specific and unstable.
7. In the face of positive events, teachers who consider the causes internal, global and stable have more life satisfaction than the teachers who consider the causes external, specific and unstable.
8. Of all the burnout variables, physical and mental exhaustion accounts the most for the life satisfaction, low sense of personal achievement accounts the next, and explanatory analogies of positive events accounts the last.
Key words：explanatory style, burnout, life satisfaction
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劉呈恩. "The Relationships of Explanatory Styles, Self-Concept to Depressive Mood among Junior High School Students in Yunlin County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/67870602567189692779.
Full textAbstract:
碩士<br>國立彰化師範大學<br>教育研究所<br>96<br>The main purpose of this study was to explore the relationships of explanatory style, self-concept to depressive mood among junior high school students. The survey data were collected from 868 students in Yunlin County. The descriptive statistics, one-way MANOVA, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis were used to analyze data.
The findings of the study indicated that the explanatory style of junior high school students inclined to be internal, stable, and global for both positive and negative events. Their self-concept inclined to be positive, and their depressive mood inclined to be high. The explanatory style of female students inclined to be stable for negative events, and their depressive mood was higher than male students. The lower grades of junior high school students were inclined to internal explanatory style for negative events, the lower of their depressive mood. The second graders had more positive mental self-concept than others did. The students with high level of school performance were inclined to stable and global explanatory style for negative events and their depressive moods were lower than others. The more junior high school students inclined to internal explanatory style for negative events, the more negative their self-concept. The more they inclined to global explanatory style for negative events, the higher their depressive mood. The effects of explanatory style on depressive mood were not mediated by self-concept. Students’ global explanatory style for negative events could predict their depressive mood.
Keywords: explanatory style, self-concept, depressive mood
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Chen, Wei-Lin, and 陳瑋琳. "Explanatory Style, Explanatory Flexibility and Explanatory Diversity as Moderators between Stress and Depression." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64755334023357637504.
Full textAbstract:
碩士<br>國立臺灣大學<br>心理學研究所<br>103<br>OBJECTIVE: According to the hopelessness theory, explanatory style is a cognitive vulnerability in the diathesis-stress model of depression. Findings validate the moderating role of explanatory style in the relations between stress and depression. Recently, researchers propose the construct of explanatory flexibility－the variations of one’s explanations to different situations, and findings indicate that explanatory flexibility interacts with life stress to predict depressive symptoms. The above research findings suggest, in addition to the content of one’s explanations to negative events, the explanatory flexibility is also a possible cognitive vulnerability factor. However, no past study has examined the role of individual differences in variations among several explanations one attribute to the same event (we named it explanatory diversity) in the relation with stress and depression. Therefore, the current study not only tried to replicate the moderating roles of explanatory style and explanatory flexibility on the relationship between life stress and depression, but also to assess whether explanatory diversity has moderating effect on the relationship of stress and depression. What’s more, past studies on variations of explanation have never used real life stressful events as the target events of attribution, so the current study included both hypothetical and real life stressful events to explore the role of the above-mentioned three explanatory variables in the model of diathesis-stress model. METHOD: We recruited 146 undergraduate students to carry out two time-points measurements with about two-week interval. At time 1, we asked participants to complete “the Explanatory Style, Flexibility, and Diversity Scale”, “Life Stress Scale (LSS)”, and “Beck Depression Inventory-Second Edition, BDI-II”. At time 2, participants completed the LSS and BDI-II again. We used hierarchical regression analyses to explore the interaction effect between the three explanatory variables and life stress on depressive symptoms, after controlling baseline life stress and depressive symptoms. RESULTS: The findings include: (1) Explanatory style for hypothetical stressful life events could significantly predict depressive symptoms two weeks later, but couldn’t moderate the relationship between stress and depression. Explanatory style for real stressful life events couldn’t predict depressive symptoms, nor did it moderate the relationship between stress and depression. (2) Explanatory flexibility for both hypothetical and real stressful life events had a moderating effect on life stress and depressive symptoms. Relative to individuals with low explanatory flexibility, those with high explanatory flexibility displayed stronger positive association between life stress and depressive symptoms. (3) Explanatory diversity for hypothetical stressful life events interacts with life stress to predict depressive symptoms. Among those with low explanatory diversity, their life stress did not correlate with depressive symptoms, but for individuals with high explanatory diversity, life stress correlated with depressive symptoms significantly. However, explanatory diversity for real stressful life events could not predict depressive symptoms or moderate the relationship between stress and depression. DISSCUTION: The current study attempts to explain the above findings by discussing the construct of attributional complexity and causal uncertainty, and measurements limitations. Possible applications, clinical implications, and future directions are further discussed.
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Andreychik, Michael R. Gill Michael J. Laible Deborah E. Moskowitz Gordon B. Munson Ziad. "Social explanatory style as an (under-examined) aspect of ordinary psychology." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3373278.
Full text
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Huang, Li-Chiung, and 黃麗瓊. "The Influence of Explanatory Style and Positive Emotion on Life Satisfaction." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4u3gcd.
Full textAbstract:
碩士<br>健行科技大學<br>國際企業經營系碩士在職專班<br>105<br>The purpose of this study was to examine the influence of college students'' explanatory style and positive emotion on life satisfaction, and to explore the intermediary role of positive emotion. A questionnaire survey was adopted in this study, and the students in a university of science and technology in Taoyuan were selected as the subjects. The data was analyzed with the SPSS18.0 by descriptive statistics, reliability analysis, correlation analysis and regression analysis. The empirical results were shown as below:
1. The explanatory style of college students has a significantly positive influence on life satisfaction.
2. The explanatory style of college students has a significantly positive influence on positive emotion.
3. The positive emotion of college students has a significantly positive influence on life satisfaction.
4. For college students, the relationship between explanatory style and life satisfaction was completely mediated by positive emotion.
Finally, according to the results of the study, some suggestions are put forward for the reference of management practice and future study.
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yang, chin-yu, and 楊錦雲. "Study of the relations among parents’parenting style, peer relationship and junior high school students’ explanatory style." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/64770393288348478067.
Full textAbstract:
碩士<br>國立彰化師範大學<br>輔導與諮商學系<br>93<br>Study of the relations among parents’parenting style, peer relationship and junior high school students’ explanatory style
Chin-Yu Yang
Abstract
The purposes of the study are to understand the explanatory style of junior high school students, to discuss the difference among different gender and social position, and to explore the relations among parents’parenting style,peer relationship and junior high school students’explanatory style.
The study adopted the investigation method which had been conducted on the sample of 573 junior high school students. Participating students were asked to complete the〝Explanatory Style Inventory for High School Student〞、〝Parental Bonding Instrument〞、〝Inventory of Peer Relationship〞.All data were analyzed by Descriptive Statistics, MANOVA, ANOVA,Canonical Correlation. The results are as following.
1.The junior high students’explanatory style to positive and negative events tend to be as 〝internal〞 attribution in personalization dimension,as 〝stable〞attribution in permanence, and un-patent in pervasiveness.
2.The junior high students’explanatory styles to positive and negative events do not differ in gender.
3. The junior high students’explanatory styles to positive and negative events do not differ in social position.
4.The parenting style perceived by junior high students do not differ in gender.
5 .The paternal parenting style perceived by different social position junior high students differ, but the maternal parenting style don’t.
6 .Peer relationship perceived by junior high school students do not differ in gender and social position.
7 .There are canonical correlation among parents’ parenting style, peer relationship and junior high school students’explanatory styles.
According to the above results, the study would then provide some advices for parents,junior high school students,schools,and future researches.
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Sun, Yu-Ting, and 孫于婷. "A Study of Optimism Teaching Program on the Explanatory Style of Children." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/q8azzr.
Full textAbstract:
碩士<br>國立臺東大學<br>幼兒教育學系碩士班<br>98<br>A Study of Optimism Teaching Program on the Explanatory Style of Children
Yu-Ting Sun
Graduate Institute of Early Childhood Education, National Taitung University
Abstract
This study is to probe the changes of children explanatory style before and after teaching optimism. Based on positive psychology, it is hoped to take optimistic explanatory style to build up a course of teaching optimism for children.
The Nonequivalent pretest-posttest of quasi-experimental design is applied to teach optimism. The participants consisted of 56 students aged 75 months from two classes in Taitung.
This optimistic course is based on Seligman’s positive psychology.There were 28 students in the experimental group and 28 students in the control group. Students in the experimental group went through the design Program which consists of 40 minutes twice a week in school time for 8 weeks. Totally, 15 classes are taught in experimental group. Another 28 children are assigned into control group and are not went through the design Program.
The researcher of this study revised both Children’s Attribution Style Questionnaire (CASQ) established by Seligman, Kaslow and Tanenbau, and Children’s Explanatory Style Questionnaire developed by Tseng (2008). The revised versions are combined into one: Children Optimism Explanatory Style Scale – a scale for local children. It is administrated before and after teaching optimism to children and both groups are arranged with explanatory style test. Research data is processed with one-way analysis of covariance.
The results:
1. The series of Optimism Teaching Program used in this study makes improvement in children Explanatory Style.
2. After children are given optimistic classes, in Children Optimism Explanatory Style Scale, PMB (permanent bad) is shown with a higher average and is statistically significant. PMG (permanent good), PVG (pervasiveness good), PVB (pervasiveness bad), PSG (personalization good), and PSB (personalization bad) demonstrated a raise in post-test average, but not significant.
In the end of this paper, suggestions are made for future research and teaching methods based on the research results.
Keywords：Optimism, Explanatory Style, Teaching Optimism
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Wang, Yu-shu, and 王鈺舒. "The correlation among explanatory style, depression, and mental health in Taiwan adolescents." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30019739227024326546.
Full textAbstract:
碩士<br>高雄醫學大學<br>心理學系碩士班<br>102<br>iii
Abstract
The explanatory style has been widely used in the fields of
psychopathology, psychological assessment, and psychotherapy for
depression. The researchers have often suggested that there is a
significant correlation between depression, mental health and the
explanatory style of optimistic/ pessimistic inclination. Furthermore,
studies show that prevalence of depression elevates in adolescence. In
light of this, no one can or will deny the importance of mental health of
adolescents. However, research which has empirically documented the
link among depression, mental health and explanatory style toward
Taiwanese people is scant. Therefore, the present study aims to
investigate the depressive symptoms and mental health status in
Taiwanese adolescents.
This present study involved a cross-sectional survey, comprised of
the Secondary School Students’ Explanatory Style Questionnaire, Center
of Epidemiology Study-Depression Scale (CES-D) and the Taiwan
version of Mental Health Continuum Short-Form (TMHC-SF). The
quantitative analysis of the questionnaires was conducted through
descriptive statistics, three-way ANOVA, confirmatory factor analysis,
and hierarchical regression in order to establish a predictive model of
explanatory style, depression and mental health.
This present research showed that it is worth noting the reliability as
well as validity of the Secondary School Students’ Explanatory Style
Questionnaire, since there was a discrepancy in the measurement result of
"bad event to personal cause" and "the original theory of explanatory
style".
iv
With depression as dependent variable, explanatory style and
demographic variables as predictor variable, the result indicated that
"gender", "good events to permanent-pervasive cause”, "bad events to
permanent-pervasive cause", and “bad events to personal cause” were the
significant predictors of depression. As for mental health as dependent
variable, explanatory style and demographic variables as predictor
variable, the result asserted "gender", "good events to
permanent-pervasive cause”, "good events to personal cause”, "bad
events to permanent-pervasive cause", and “bad events to personal cause”
were the significant predictors of mental health.
To conclude, this study may be of importance in mental health and
psychotherapy, as well as in providing psychotherapist with a better
understanding of the adolescent depression prevention
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Wu, Pei-Chiann, and 吳佩蒨. "Relations among early family experience, explanatory style and adjustment of college students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/77262881524214908236.
Full textAbstract:
碩士<br>國立高雄師範大學<br>輔導研究所<br>91<br>The purpose of this study was to investigate the relations among college students’awareness of early family experience, explantatory style and life adjustment.
The instruments applied in this study included Early Family Experience Invertory, Attributionary Style Questionnaire, and The Student Adaptation to College Questionnaire. The subjects were 729 college students in Kaoshung area of Taiwan. The collected data were analyzed by One-way ANOVA, MANOVA, Pearson Product-moment Correlation, Canonical Correlation, and Cluster Analysis.
The main findings were as follows:
1. The attributional styles, especially in positive events, of college students were more internal, stable, and global.
2. College students’ life adjustment were on the middle degree, social adjustment were better, yet psychology adjustment were worse.
3. Those whose psychological birth order was the first or the last had more positive perception toward their parents’ relationship than that of those single children. In sibling-relationship and self-descriptive, those single children were more negative than the other ones.Those shose psychological birth order was the first had better life adjustment than the others.
4. The college students who were raised by parents had more positive perception toward parents’ relationship and father’s character than that of those who were raised by single parent.
6. The male students were much better than the female in physical adjustment.
7.The different major student had different life adjustment.
8. Those whose early family experience was more positive had their bad event attribution more unstable and specific and good event attribution more global.
9. Those whose bad event attribution was more stable and global had their life adjustment much worse.
10. Those whose early family experience was more positive had their economic, physical, and psychological adjustment much better.
11. All subjects could be divided into five patterns: self-governing pessimism, luckiness, blame others, self-confident optimism, and pessimism.
12. The self-confident optimistic students’ early family experience and life adjustment were better than those of pessimism ones.
Based on the above results, this research proposed several discussions and suggestions for counselors and future study.
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Wang, Lei-Yan, and 王蕾雁. "Dispositional Optimism, Self-Efficacy, and Explanatory Style among Secondary School Gifted and Regular Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21716037451616257177.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>特殊教育學系<br>98<br>The purpose of the study was to investigate dispositional optimism, self-efficacy, and explanatory style among gifted and regular secondary school students in terms of gender and developmental stages. The data of the study were collected from questionnaires. The study tools were “Optimism-Pessimism Inventory,” “Self-Efficacy Questionnaire,” and “Secondary School Students’ Explanatory Style Questionnaire.” The subjects were 732 secondary school students, including 295 gifted and 437 regular students. The data were analyzed with three-way ANOVA (independent samples), stepwise multiple regression. The results of the study are as follows:
(a) On the aspect of dispositional Optimism and dispositional pessimism, there were no significant differences between gifted and regular students. Female students had shown greater dispositional optimism than male students. Dispositional optimism and pessimism were two different dimensions. On the aspect of self-efficacy, gifted students had shown higher self-efficacy than regular students, and female students had shown higher self-efficacy than male students.
(b) Complex results of explanatory style were found among the subjects. On the aspect of explanatory style for positive events, female students had shown more optimistic style than male students, and gifted junior high school students had shown more optimistic style than regular junior high school students. Significant differences were found between gifted and regular senior high school students while there were no significant differences between gifted junior high and gifted senior high school students. On the other hand, regular senior high school students had shown more optimistic style than regular junior high school students. On the aspect of explanatory style for negative events, male students had shown more pessimistic style than female students. Regular students had shown more pessimistic style than gifted students while gifted senior high school students had more pessimistic style than gifted junior high school students.
(c) On the aspect of self-efficacy, which mediated the relationship between dispositional optimism and explanatory style, gifted students’ self-efficacy had partially mediated the relationship between their dispositional optimism and explanatory style for positive events while gifted students’ self-efficacy had fully mediated the relationship between their dispositional optimism and explanatory style for negative events. Regular students’ self-efficacy had partially mediated the relationship between their dispositional optimism and explanatory style for positive events while regular students’ explanatory style for negative events could not be predicted by their dispositional optimism. Explanatory style for positive events and negative events were two different dimensions.
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Lu, Shen-Shing, and 盧宣勳. "Hesitating on Life’s CrossroadA Narrative Inquiry on the Explanatory Style of Six Ninth Graders." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/45521531072696362432.
Full textAbstract:
碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>98<br>The researcher has been concerned for the teenagers’ issues for a long time. How the ninth graders interpret and handle the pressure from the Basic Competence Test (BC Test)—the first big test in their lives interest me deeply. The research based on the ninth graders’ feelings and experiences and try to understand whether their adjustment of school life and explanatory style differ because of the pressure from the BC Test.
This study adopted qualitative research method of semi-structured in-depth. The researcher interviewed six ninth graders with different sexes、family forms and academic achievements using the method of narrative research to interviews, and observation and document analysis to collect and analyze the information. The findings of the research showed that the ninth graders did not have any adjustment problems from preparing the BC Test, but the students of low academic achievement tend to defeat themselves with negative or refuse schooling. Before the BC Test, the explanatory style showed slight differences and inconsistency.; after the BC Test, the explanatory style tended to positive and consistency. According to the results of the study, some suggestions were provided for the parents, schools, educators, guidance counselors, and further researchers.
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Yang, Ching Ju, and 楊晴如. "The relationships among life stress, explanatory style, and emotional well-being of college students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/67691271500782025097.
Full textAbstract:
碩士<br>國立政治大學<br>教育研究所<br>97<br>With the rapid change and the multicultural context of the modern society, how to deal with the complicated and hastily increased stress and to promote people’s well-being is an important issue. The main purpose of this study is to construct the structural equation modeling (SEM) of stress, explanatory style, and emotional well-being. By this way, the researcher can explore the relationship among the three variables, and know the mediator variable of explanatory style.
The participants were two groups of students at National Chengchi University, and each group included 644 college students. The data was collected by questionnaires, including the stress scale, the explanatory style scale, and the emotional well-being scale. Moreover, the data were analyzed by t-test, ANOVA, factor analysis, and SEM. The study, firstly, used the first group to explore the differences of gender and grade, and constructed the final structural model after setting and modifying model. Finally, the researcher used the second group to verify the stability of the model. The main results were summarized as follows:
About the background variables:
1.Students with different gender and grade were
significantly different in the scores of stress and explanatory style.
2.Students with different gender and grade were not significantly different in the scores of emotional well-being.
About the structural model:
1.Academic stress and relationship stress had positive influence on explanatory style directly.
2.Academic stress and relationship stress had negative influence on emotional well-being directly.
3.Explanatory style had negative influence on emotional well-being directly.
4.Relationship stress had influence on emotional well-being directly, and it also affected emotional well-being through explanatory style.
5.Explanatory style was a mediator variable between academic stress and emotional well-being.
6.Through the cross-validation, the final structural model was of model stability.
Finally, based on the findings of the study, the researcher made some practical strategies for counselor and some suggestions for further studies.
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Jan, Ming-Fen, and 詹明芬. "The Relationship among Parent-child Relationship, Explanatory Style and Depression Tedency of College Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/00109412344509648706.
Full textAbstract:
碩士<br>國立臺中教育大學<br>諮商與應用心理學系碩士班<br>101<br>The purpose of this study was to explore the relationship among parent-child relationship, explanatory style and depression for the college students. The subjects of this study consist of 899 students, 410 males and 489 females, from 13 colleges in northern, central, and southern Taiwan. The data collected from Parent-Child Relationship Scale, Explanatory Style Scale, and Taiwan Depression Scale, was analyzed by descriptive statistics, T-tests, One-way ANOVA, Pearson product-moment correlation and multiple regression analysis. The results were shown as below:
1. There was significant difference of gender on mother’s parent-child relationship, father’s parent-child relationship, and total parent-child relationship.
2. There was significant difference of gender on personalization explanatory style, and total explanatory style.
3. There was not significant difference of gender on depression.
4. There was significant difference of parent-child status on parent-child relationship.
5. There was significant difference of grade level on personalization explanatory style, and pervasiveness explanatory style.
6. There were significant correlations among parent-child relationship, explanatory style, and depression.
7. Mother’s parent-child relationship, father’s parent-child relationship, personalization explanatory style, and pervasiveness explanatory style could significant predict depression.
Based on the above findings, suggestions to schools, parents, college students, counseling institutions and future studies are presented.
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Cheng, Fang-yi, and 鄭芳怡. "The Relationships Among Pupils’ Explanatory Style, Domain Knowledge, Creative Life Experience and Their Technological Creativity." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/98139703643288005910.
Full textAbstract:
碩士<br>國立中山大學<br>教育研究所<br>92<br>Recent research on creativity has put great emphasis on how multiple systems influence an individual’s development in creativity. The main purposes of this study were (a) to understand the current situation of pupils’ explanatory style, domain knowledge, creative life experience, and technological creativity; (b) to investigate the effects of pupils’ grade, explanatory style, domain knowledge, and creative life experience on their technological creativity; and (c) to analyze the predictive power of pupils’ grade, explanatory style, domain knowledge, creative life experience on their ability group membership of technological creativity. The participants included 418 third to sixth graders sampling from six elementary schools in Taipei City. The employed instruments were The Questionnaire of Children’s Explanatory Style, The Questionnaire of Creative Life Experience, The Test of Technological Creativity, and the scores on the final exam of Science and Living Technology Areas. The employed analysis methods were Descriptives, ANOVA, one-way and two-way MANOVA, Canonical Correlation Analysis, and Discriminant Analysis.
The main findings in this study were as follows:
1. There were gender differences on the pupils’ performance of explanatory style, creative life experience, and technological creativity; more specifically, the girls outperformed the boys on explanatory style, creative life experience, and technological creativity.
2. There were grade differences on the pupils’ explanatory style.
3. Although no significant interaction effect of grade ´ explanatory style on technological creativity was found, there were significant main effects of grade on the pupils’ technological creativity.
4. Domain knowledge contributed to the pupils’ performance on technological creativity.
5. Creative life experience had significant effects on the pupils’ technological creativity. Among the indices of both sides, “language and performing arts” had the highest correlation with technological creativity.
6. Grade, explanatory style, domain knowledge, and creative life experience could effectively predict the pupils’ ability group membership of technological creativity, and grade as well as domain knowledge had better predictive power.
Finally, some suggestions were proposed for teachers, relative educational institutions, parents, and further studies.
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Gao, Min-Kai, and 高民凱. "The Study of Developing the Explanatory Style Inventory for High School Student and Validity Testing." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/85444241053500213122.
Full textAbstract:
碩士<br>國立彰化師範大學<br>輔導與諮商系<br>89<br>The Study of Developing the Explanatory Style Inventory for High School Student and Validity Testing
Min-Kai Gao
Abstract
The purposes of this study were (1) to develop the instrument to measure high school student explanatory style, (2) to investigate the explanatory style of high school students empirically, and (3) to explore the relationship between high school student explanatory style and depression.
3,852 subjects completed the Explanatory Style Inventory for high school student and the data obtained in this study were analyzed by descriptive statistics, Pearson’s product-moment correlation method, factor analysis, t test, and ANOVA. The main findings were as follows:
1.Explanatory Style Inventory for high school student has good test-retest reliability and preservative internal consistency.
2.The concurrent validity between different types of Explanatory Style Inventory for high school student was modest and its construct validity was good.
3.The concurrent validity between the CAVE ratings and the scores from Explanatory Style Inventory for high school student was not good. The correlations between the four scales of Explanatory Style Inventory for high school student range from -.07 to .13.
4.Cronfronting bad or good events, high school students in Taiwan tend to explain them by internal and non-general causes.
5.High school students in Taiwan tend to have pessimistic explanatory style.
6.The junior high school students of the third grade have the most obvious pessimistic explanatory style between four grades in this study.
7.The correlations between high school student explanatory style and their concurrent and future depression tendency were salient.
Implications of these results were discussed and suggestions for practice and future research were also given.
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Liao, Meng-Chi, and 廖孟綺. "An Action Research on Optimistic Explanatory Style of Fifth Graders promoted by Learned Optimism Program." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/frp2ht.
Full textAbstract:
碩士<br>國立清華大學<br>教育心理與諮商學系教育心理與諮商碩士在職專班<br>105<br>Abstract
This study intended to design a “Learned Optimism Program” for fifth graders in elementary school, then to understand the difficulties and strategies in students’ learning process, and to realize the promotion of optimistic explanatory style after learning. Furthermore, this study may promote the professional growth of the researcher.
The study adopted action research method. The “Learned Optimism Program” based on ABCDE theory, designed by Seligman. The axis of the program is to recognize and tell the ABC of life events, understand the personal effects of explanatory style, and learn optimistic explanatory style. Finally, learn the disputation skills– collect the evidences, provide the options, solve the disasters and make the counterattack plans. The program was modified according to the feedback of the students, teaching record of the teacher and the observations of co-teacher. The duration of the program was 8 weeks, 80 minutes a week, 640 minutes totally.
The conclusions were according to the feedback of the researching team, the action research process of the modified program and the analysis of the data. The conclusions of the study were as follows:
1.“Learned Optimism Program” was suitable for fifth graders in elementary school.
2.That adjusting the teaching time elastically could make a deeper discussion.
3.Drawing, performance and oral presentation were being substituted for the writing of worksheet.
4.Learning optimistic explanatory style by recording and sharing the ABC of life events.
5.Learning multi-thinking by discussing in groups.
6.Using the refuting skills to face the difficulties of life.
7.The researcher acquired the self professional growth by the process of the program.
Finally, according to the conclusions, the researcher may provide some suggestions for the Learned Optimism Program and the future researchers.
Keywords: Learned Optimism Program, Optimistic Explanatory Style,action research
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Liu, Ying-Hsing, and 劉穎幸. "The Relationships between Education Well-being,Explanatory Style, and Academic Achievement in Elementary School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78246514753939359730.
Full textAbstract:
碩士<br>玄奘大學<br>應用心理學系碩士在職專班<br>102<br>The purpose of this study was to investigate the relationships between education well-being, explanatory style and academic achievement in elementary school students. This investigation surveyed 481 grade 6 pupils located in Taoyuan County, Hsinchu County, Hsinchu City and Miaoli County. The tools used included “Education Well-being Scale”, “Attributional Style Scale”, and “Students’ Final Grades of Language and Mathematics Subjects”. The obtained data were analyzed with statistical methods including Descriptive Statistics, Independent t-Test, Pearson’s Product-Moment Correlation and Regression.
And the findings were summarized as follow：
1. The education well-being and explanatory style of elementary school students were in well status. The academic achievement of elementary school students was in general status.
2. Female elementary school students got higher average grades than male elementary school students in “psychological satisfaction”, “happy learning” , “energetic”, “reasonable school regulations”, “classmates get along with each other harmoniously” and “good use of time” of education well-being.
3. Elementary school students of intact families got higher average grades than those of single-parent families in “psychological satisfaction”, “happy learning” , “security” and “reasonable school regulations”of education well-being.
4. For explanatory style, there was no significant difference between female and male in elementary school students.
5. For explanatory style, there was no significant difference between elementary school students of intact families and single-parent families.
6. Female elementary school students got higher language scores than male elementary school students in academic achievement. For math scores, there was no significant difference between female and male in elementary school students.
7. Elementary school students of intact families got higher average grades than those of single-parent families in academic achievement.
8. There was a positive correlation between education well-being and explanatory style which reached statistical significance. “Psychological satisfaction”, “happy learning” , “energetic” , “reasonable school regulations” , “classmates get along with each other harmoniously” , “good use of time” and “entirety” of education well-being had positive correlation between education well-being and academic achievement. There was a positive correlation between explanatory style and academic achievement which reached statistical significance. There was a significant positive correlation between education well-being, explanatory style and academic achievement of elementary school students.
9. For elementary school students, academic achievement could be well predicted by education well-being and explanatory style.
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chang, shu-mei, and 張淑美. "Parenting style, Explanatory style, and Career awareness for junior high school students with music tal ented in Keelung and Taipei district." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/g8pwb2.
Full textAbstract:
碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>97<br>The purpose of this study was to understand how junior high school students with music talented perceive their parent’ parenting, how they perceive things and career. The questionnaire “The parenting style, explanatory style, and career awareness” was as a research instrument. There are 1,000 Junior high school students with music talented students in Keelung and Taipei, but only 929 valid samples (92.9% valid rate).
Finally, we use statistic computer software SPSS 10.0 as a data processing instrument to make a statistic analysis, and have a discussion based on the results to the research conclusions and suggestions. The interpretations by the researcher are follows:
The music talented students from different school grade and the social and economic status have significant difference in the parenting style.There are significant difference between school grades and explanatory style for the music talented junior high school students in Keelung and Taipei. There are significant difference between samples’ genders, grades, and career awareness. The result also shows that parenting style, explanatory style and career awareness are significantly correlated with one another.
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Struckus, Joseph Edward. "Perceptually aberrant experiences as a risk factor for psychosis :: the importance of conditions and explanatory style." 1987. https://scholarworks.umass.edu/theses/2116.
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