The present study is designed to take a new approach to studying gender differences in reactions to partner infidelity by measuring attitudes toward partner infidelity. No previous studies have directly examined attitudes toward partner sexual versus emotional infidelity, nor have studies assessed the strength of these attitudes. Thus, this study was designed as an initial investigation of overall evaluative differences between men and women. It was found that women held significantly more negative attitudes towards emotional infidelity than did men, with no gender differences in attitude held towards sexual infidelity. For sexual infidelity, more positive attitudes toward partner sexual infidelity were associated with lower reported distress for both men and women, with the relationship being significantly more pronounced for men. For emotional infidelity, attitude strength moderated the relationship between attitude towards emotional infidelity and distress about emotional infidelity. There was a significant relationship between attitudes toward partner emotional infidelity and distress when attitude strength was high but not when attitude strength was low. / Department of Psychological Science

The purpose of this study was to contribute to the research on school dropout by exploring the manner in which school policies and practices affect students' behavior. Four groups, each composed of 12 (6 male, 6 female) secondary students were interviewed. These involved an engaged group, an at-risk group, a group enrolled in alternative programs, and a group who had dropped out of school. The study had two goals. The first was to determine how these participants differed in their perceptions of their scholastic experiences. The second was to compare how males and females perceived their experiences. Significant differences were found by group and gender in perceptions of scholastic abilities. Clear distinctions were also found by group and gender in how the participants made sense of their academic experiences. Suggestions for preventative and remedial programming are offered. Implications for counselling psychology, in general, and school counselling, in particular, are discussed.

A dissertation submitted in fulfilment of the requirements for the Degree of Master of Arts in Communication Science, University of Zululand, 2003. / In this study I looked at the attitudes of matriculants towards isiZulu as school subject. The study was conducted in six schools in the Scottburgh and Sayidi area. isiZulu is one of the eleven official languages and was compared to other languages offered in schools. The Language policy needs to be improved in order to cater for the development of indigenous languages. The Questionnaire survey used as the research instrument in this study, and discussions with educators in this study, which enabled the researcher to gain a deeper understanding of attitudes of pupils towards isiZulu as a school subject. .Furthermore, the findings of the study indicated that libraries are often not well equipped with reading material in isiZulu, that at Times educators which are not properly qualified for the purpose teach isiZulu, and that the subject content often do not reflect the relevancy of everyday life. It was recommended that these aspects be addressed and more importantly, that the Language policy needs to be improved in order to cater for the development of indigenous languages.

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Thesis (Ph.D.)--Miami University, Dept. of Psychology, 2005. / Title from second page of PDF document. Document formatted into pages; contains [2], vi, 113 p. : ill. Includes bibliographical references (p. 83-87).

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Divorce is a significant event in children's lives. The ability of school personnel to be helpful with children of divorce can be influenced by their attitudes and by other factors. This study described the attitudes towards divorce of elementary school personnel and examined the relationships among the personnel's attitudes, personality factors, and selected personal and professional variables. The sample was comprised of 212 elementary school personnel from a large metropolitan school district in Western Canada. Data were derived from subjects' responses to the Sixteen Personality Factor Scale and two instruments developed by the author to assess subjects' attitudes towards divorce and their personal and professional characteristics. Findings indicated that teachers perceive divorce as a socially acceptable phenomenon. They perceived that it is better for children to live in happy homes, divorced or intact, than in conflict-ridden intact homes, and that children of divorce benefit when their fathers are active in parenting. Nearly all respondents perceived the school as fulfilling an important role for children of divorce. Significant differences were found between high and low scoring groups on each attitudinal sub-scale when personality factors, personal variables, and professional variables were considered. The results of this study suggest that certain personal variables (age, marital status, religion, and years of teaching experience) were related to differences in attitudes. Most of the professional variables (perceptions of children's motivation and homework completion and perceptions of parents' concerns) accounted for differences in attitudes. Several personality factors (warmth, ego-strength, rebelliousness, self-sufficiency, and imagination for example) also were indicated to have particular relevance for the attitudes of elementary school personnel towards divorce.

The aim of this study was to develop a Management Error Orientation Questionnaire (MEOQ) to be used as an instrument to measure the attitude of management towards errors in the workplace. The sample comprised of 232 managers from a variety of business sectors. A factor analysis on 59 items yielded three factors and these factors were interpreted as the attitude of dealing with errors, the risk of errors and error strain. The three factors were subjected to an item analysis and yielded acceptable levels of reliability. A discussion of the areas that were researched, namely errors and attitudes, provide the context in which the research should be viewed. The discussion of the methods which were employed, was followed by a critical and in depth discussion of the results that were obtained. The dissertation recommends that the Management Error Orientation Questionnaire could be used as an instrument to measure the attitudes of managers towards errors (with specific emphasis in the manufacturing sector). The MEOQ has a number of practical applications in the human resource management science. The study can be extended to ensure that the same questionnaire can be used in other business sectors. The findings of this study are valuable because of the lack of previous research on error orientation at managerial level. / Prof. CJH Blignaut