Source: Dissertation Abstracts International, Volume: 32-11, Section: B, page: 6486. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 35-07, Section: B, page: 3406. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 38-09, Section: B, page: 4149. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 30-12, Section: B, page: 5566. / Thesis (Ph.D.)--The Florida State University, 1969.

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The increasing demands of modern society and the modern workforce has resulted in added importance being placed on graduating students¡¦ psychosocial development. One well-established comprehensive theory, Chickering¡¦s theory of psychosocial development (1969, 1993), defines seven ¡§vectors¡¨ of development in a student¡¦s personal growth. He has also emphasized the importance of freshman year in establishing patterns for subsequent personal growth. Consequently for educators to strive for ¡§optimal¡¨ development for the students, it is especially important for them to examine factors during freshman year which may encourage students¡¦ psychosocial development. This study examines the role of social integration in students¡¦ psychosocial development. Using a longitudinal research design and gathering data collected from a private southern research university at four different time points during the students¡¦ freshman and senior years, this study analyzes the effect of social integration as it relates to Chickering¡¦s theory of psychosocial development. The study focused on three of the seven vectors: Developing Autonomy, Clarifying Purpose, and Mature Interpersonal Relationships. Multiple regression analysis is used to measure the effects of social integration on the students¡¦ psychosocial development. The results of the study indicated that social integration has a significant influence on Clarifying Purpose and Academic Autonomy, but no influence on Mature Interpersonal Relationships. It also showed that Greek affiliation has a significant influence on Clarifying Purpose and Academic Autonomy as well. The results of the research are discussed with respect to the parameters of Chickering¡¦s theory. Limitations of the study and suggestions for future research are also discussed.

A meta-analysis was conducted to examine the magnitude of stability of externalizing problem behaviors with onset before age 6 and the variables affecting the stability effect sizes. Gender difference in the stability was also investigated. Seventy empirical research reports, representing 12,111 non-referred children assessed before age 6 drawn from 72 independent aggregated samples and 27 pairs of matched gender samples, met inclusion criteria. Stability was coded as correlational effect sizes for the relationship between externalizing behaviors at Time 1 and Time 2. Results showed great variability in the weighted mean stability effect sizes ranging from.12 to .52 with most of the effect sizes around .30. Boys externalizing behaviors were more enduring than girls externalizing behaviors. The effects of informants and subtypes of externalizing behaviors were the most robust findings: the stability effect sizes were larger if Time 1 and Time 2 measured the same subtypes of externalizing behaviors and used the same type of informants. The stability of childrens externalizing behaviors decreased as time intervals between measurement points increased. Children assessed before age 3 and from low socioeconomic status (SES) and Caucasian backgrounds had less stable externalizing behaviors. Low SES had differential effects on boys and girls: externalizing behaviors were less stable for boys from low SES families than girls. The findings suggest that externalizing behaviors in young children are not as stable as those in school age children and the information on externalizing behaviors in early childhood alone is insufficient to predict later antisocial behaviors accurately.

This study is based on pilot work that suggested that what makes hobbies engaging for adults is the opportunity to create an artifact that can be customized and shared. Further pilot studies showed that these same traits also contributed to high school seniors' enjoyment of their favorite activities both outside and inside of the classroom. These surveys suggested two hypotheses. The weak hypothesis is that giving students increased opportunities to create, customize and share will increase engagement. The strong version of the hypothesis posits that increased engagement will lead to increased attempts to learn. An instructional experiment tested these hypotheses. It used three different activities in NetLogo that varied opportunities to create, customize and share simulations on population dynamics. The study yielded positive, though moderate, support for the hypotheses, and provides insight on the future design of tools for relating motivation and learning with understanding.

This study was an exploration of the differences that lie within the private school sector in British Columbia using school evaluation catalogues and student achievement data. Content analysis was used to analyze the school evaluation catalogues to determine the differences in school mission and organizational characteristics between the private school sub-sectors. Hierarchical linear modeling was using to analyze the student achievement data. The analysis of school mission statements indicated that there were important differences between the major groups of private schools and between the schools within the private school sub-sectors and these differences were reflective of the distinctive ways the schools saw their task, the way in which the task was to be carried out, and those who were served by the school. There was also a strong emphasis on parent control and the schools having a partnership with parents in the education of children. The unique blend of goals and community distinctives in private schools allowed for a stronger linkage between what parents desire for their children and how private schools can meet that need, a linkage that goes beyond market choice and democratic localism to a commitment to a set of commonly held values. The analysis of the organizational characteristics, combined with the mission/vision analysis showed a degree of bundling of characteristics. The quantitative analysis of the student achievement data showed that when controlling for language, parents level of educational attainment, and prior achievement, the private school sub-sectors had small but significant differences in average performance. The study has implications for school communities, leaders, teachers and policy makers.

TOWARD AN EMPIRICAL DELINEATIN OF A NORMATIVE STRUCTURE FOR COLLEGE STUDENT DRINKING BEHAVIORS LAUREL RAIMONDO MARTIN Dissertation under the direction of Professor John M. Braxton This exploratory study was designed to identify a normative pattern among college students with regard to drinking and drinking related behaviors. Further, this study examines how support for the normative structure varies across personal characteristics, sub group affiliations and among different levels of alcohol consumption. This study analyzed data collected using the College Student Alcohol Behaviors Inventory which asked students to indicate how they believe most students and their closest friends at their institution would define behaviors on a scale that ranges from highly appropriate to highly inappropriate. A normative structure was identified which contains behaviors that met the criteria for inviolable, admonitory and laudatory norms (Braxton and Bayer, 1999). Personal characteristics, sub group affiliations and individual drinking behaviors did influence the level of support for the normative structure among students. In addition to corroborating a previous study that showed a normative structure among college students, this exploratory study adds to the research on normative structures within college drinking and alcohol related behaviors and demonstrates that future research is warranted. Approved __________________________________________ Date _________________