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Analysis of the Interrelationship of Intelligence, Achievement, and Socio-Economic Status in a Selected Population of High-School SeniorsJordan, Billy H. 01 1900 (has links)
The problem of this study was to determine the interrelationship of intelligence, socio-economic status, and ten subtest measures of achievement in a selected population of high-school seniors. In addition to the general problem, the specific problems were as follows: 1. To determine the relative independence of dependence of each of the variables in relation to their influence on each of the other variables. 2. To determine the degree of predictive validity with which behavioral regression equations can be used in terms of intelligence, achievement, and socio-economic status.
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Adult support for lesbian, gay, bisexual, transgender, queer and questioning (LGBTQQ) youth in high school : a project based upon an independent investigation /Starfield, Amanda Louise. January 2008 (has links)
Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 65-69).
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The Senior Year Enigma: A Study of the Entrenched and Sustaining Source of Senioritis /Carpluk, William C. January 2010 (has links)
Thesis (Ph. D.)--College of Saint Elizabeth, 2010. / Typescript. Available at The College of Saint Elizabeth - Office of Graduate Programs. "May 2010."
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The effects of need to achieve, sex and feedback upon learningLong, Carl A. January 1978 (has links)
Call number: LD2668 .T4 1978 L65 / Master of Science
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The knowledge and perception of grade 12 learners from selected secondary schools in the Durban metropolitan region on the chiropractic professionRattan, Aradhna January 2007 (has links)
Thesis (M.Tech.: Chiropractic)- Dept. of Chiropractic, Durban University of Technology, 2007.
xv, 168 leaves. / Choosing a career is something which all learners are expected to do between the ages of fifteen and eighteen. A school learner who is at their final year of study in their academic career will be required to think of career options for their future and it is generally assumed that the learner has sufficient information in order to make this often life changing decision
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A study of the values, problems and needs of high school students in Guangzhou: implication for the development ofsocial services for young people in China黃育強, Wong, Yuk-keung, Alex. January 1988 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
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The academic motivation of Hong Kong secondary school students: a developmental perspectiveLee, Kai-man, Clement., 李啟文. January 2007 (has links)
published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy
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Newspaper reading habits of secondary school students in Hong KongLeung, Hei-man, Heman., 梁羲文. January 2003 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
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The Facebook paths to subjective well-being : effect of personality variables and perceived social support on Facebook use and subjective well-being among Form. 1 students in secondary schoolChan, Nok-ting, Natalie, 陳諾廷 January 2014 (has links)
The present study explored the effect of personality and perceived social support on Facebook use and the effect of Facebook use on ones subjective well-being. Data was collected from 224 Form 1 studentsat two points in time that were three months apart. Results indicated that extraversion and perceived peers social support are significant predictors of Facebook usage for female students. No significant predictors could be found for male students. Furthermore, only number of Facebook friends of female students was found to have significant negative effect on subjective well-being. Problematic Internet use was found to have stronger effect on subjective well-being than Facebook usage. The limitations and future directions of the study are discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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THE EFFECT OF SCHOOL CONFIGURATION ON LIFE EVENTS AS PERCEIVED STRESSORS OF EARLY ADOLESCENCE.Habkirk, Sue Ann January 1987 (has links)
The purpose of this study was to compare the relationship of school configuration, gender, and ethnicity upon the mean number of life events experienced by early adolescents. A review of the literature revealed many existing problems associated with early adolescent and adolescent inability to cope. At the same time, a review of the literature demonstrated an absence of any significant research which determines if school variables contribute to increased student stressful life events. Without empirical data, the improvement of existing programs as well as the development of new or alternative programs aimed at reducing stressful life events, coping with change and encouraging healthier lifestyle choices appears doubtful. Determining specifically what stressful life events early adolescents are experiencing will aid middle level administrators and educators in improving schools to address student needs and maximize learning. The sample consisted of 837 eighth grade students enrolled in nine middle level schools that met the criteria of having been at least one year at a 7-8 school or at least two years at a 6-7-8 school. 529 students were from 7-8 schools and 308 students were from 6-7-8 schools. Total number of males sampled were 395 students and total number of females sampled were 440 students. Subjects were administered a questionnaire composed of 55 life event items previously used with junior high and senior high students and slightly modified in this study for use with early adolescents. Analysis of variance was employed to examine the relationship of the independent variables (school configuration, gender, and ethnicity) on the dependent variable (mean number of life events experienced by early adolescents). The findings revealed significant main effects for: school configuration and life event scores; school configuration and gender. No significant difference was found in the 2-way interaction for school configuration and gender. Significant 3-way interaction was noted for school configuration, ethnicity, and gender. Furthermore, examination of the results using ethnicity as a variable showed no significant difference in main effects or the 2-way interaction of ethnicity and gender or ethnicity and school configuration. Data indicate that significant differences were found in the two school configuration types, gender differences as well as the interaction of school configuration, gender, and ethnicity.
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