Thesis (PhD)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

It was hypothesized that girls would feel more negatively than boys about inequality of achievement within friendships. Using a questionnaire, 123 boys and 138 girls, aged 13 to 17, imagined that two close friends had performed better or worse than them in five domains. They then rated how much they would care, feel and think about the unequal outcomes, that were of equal value to both genders. They were also asked to rate how they felt the friends would feel towards them. Overall, girls' reactions to the inequality were more negative than boys'. The difficulty females face in integrating friendship and personal achievement is explored.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Toni L. Falbo. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 201-216). Available online via OhioLINK's ETD Center

D.Ed. / The child constitutes his world by experiencing the content of life in a particular society. This content is included in the school curriculum as learning content after careful selection on the basis of its intrinsic value for education. Owing to the fact that the child attains adulthood by internalizing content, it is of the utmost importance that the pupil be motivated in such a manner by the content of the teaching-learning situation, that he learns because he wants to learn. When the selected content is presented to the child as a factual statement and not as a problem which concerns him, it may be experienced as an answer to a question which was never put. \~hen the child does not experience the content which is presented to him as a real life problem with which he can identify, the result is often meaningless learning by rote in order to avoid punishment, to pass a test, or to win the favour of a teacher. The interdependent nature of teaching and learning has made it possible for the researcher to show empirically how teacher strategies, focusing on the learning content as an object of wonder, relate to a willingness on the part of the pupil to learn in a meaningful way. It was also shown that the absence of teacher behaviour, concentrating on the learning content as an object of wonder, is associated with the absence of an inquiring attitude in pupils. In categories 2, 4 and 6 below, the contingency of the learning content is accentuated, whereas...

No description available.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 99-102).

Thesis (Ph.D.)--Victoria University of Wellington, 2010. / Includes bibliographical references.

This study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The Actor-Partner Interdependence Model (APIM; Kenny, Kashy & Cook, 2006) was used with a single sample of participants to estimate friend influence on academic achievement and task avoidance between two types of friendship dyads: (1) dyads that were distinguishable as a function of relative math achievement and relative peer acceptance and (2) dyads that were indistinguishable as a function of relative math achievement and relative peer acceptance. The results demonstrate that when friends are distinguished by math achievement the high achiever influences the low achiever’s math achievement, but not the reverse. When friends are distinguishable by peer acceptance the high accepted partner influences the low accepted partner’s math achievement, but not the reverse. When friends are indistinguishable on the basis of math achievement and peer acceptance there is mutual influence on math achievement. There was no evidence of friend influence on task avoidance. There was no evidence of friend influence from an individual’s own task avoidance predicting changes in friend math achievement, except among dyads that could not be distinguished on the basis of math achievement. Math achievement predicted within-individual changes in task avoidance for all friendship dyads, except those that could not be distinguished by relative math achievement. The findings suggest that friends influence math achievement during middle childhood. Furthermore, when friends are distinguished, relative math achievement and peer acceptance determines who is influencing whom within a friendship dyad. The use of the APIM for distinguishable and indistinguishable dyads on a single sample of participants illustrates that it is not sufficient to ignore differentiating features between friends, or to discard friendships that are more similar. Implications for teaching strategies and classroom interventions are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Thesis (M.A.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 76-83). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67728.