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The roles of parents and friends as information sources regarding children's and adolescents' adjustmentSwenson, Lance P., January 2006 (has links)
Thesis (Ph.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 1, 2007) Vita. Includes bibliographical references.
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Adolessente wat verwerping beleef / Adolescents who experience parental rejectionRautenbach, Esther Anna 06 1900 (has links)
Text in Afrikaans / In hierdie studie word die invloed van subtiele ouerlike verwerping op die leefwereld van die adolessent aangespreek. Subtiele ouerlike verwerping manifesteer nie net in die afwesigheid van liefde en warmte in die ouer-kind verhouding nie, maar vind ook neerslag in fisiese-, emosionele- en opvoedingsverwaarlosing.
Uit die literatuurstudie blyk dit dat ouerlike houdings, wat in hul opvoedingstyl weerspieel word, bepalend is vir
die adolessent se belewing van aanvaarding of verwerping. Oorsake van ouerlike verwerping setel in ouers se
agtergrond, hul huidige omstandighede en die kind self. In die empiriese ondersoek is die leefwereld van die
adolessent wat ouerlike verwerping beleef, verken. Volgens die resultate blyk dit dat hierdie adolessente se
relasies problematies is, dat hulle 'n lae selfbeeld het en dat hulle gevoelens van angs en minderwaardigheid
beleef. / This study addresses the influence of subtle parental rejection on the life world of adolescents. Subtle parental rejection manifests not only in the lack of warmth and love in the parent-child relationship but also in physical, emotional and educational neglect. From the literature study it is evident that, parental rejection which is reflected in their educational style will determine whether a child experiences rejection or acceptance.
Causes of parental rejection reside in the background of parents, their existing circumstances and also in the rejected child itself. The empirical study investigates the life world of adolescents who experience subtle parental rejection. According to the results it seems that these adolescents experience problematic relationships, they have a low self-image and also experience feelings of anxiety and a sense of inferiority. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
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The adjustment of international secondary students in the Vancouver school districtPopadiuk, Natalee Elizabeth 11 1900 (has links)
This research examines what facilitates and hinders the adjustment of adolescent
international students attending public secondary school in Vancouver, British Columbia.
The purpose of this study is to determine a set of categories that can be used by school
personnel to, better assist newly arriving international students in their adjustment process.
The critical incident technique developed by Flanagan (1954) is used for this
research to discover what events facilitate and hinder the adjustment of these international
students. Twenty-one secondary students, ages fifteen to eighteen, are interviewed from
three different public schools in the Vancouver School District. From the interviews, a
total of 352 critical incidents are used to develop seventeen categories which answer the
question: What facilitates and hinders adolescent international student adjustment? To
test for reliability and validity, four tests are carried out in order to establish the
soundness and comprehensiveness of the categories including independent rater
agreement, comprehensiveness of categories, participation rate, and expert validation.
The results show that adolescent international student adjustment can be
facilitated or hindered in the following ways: receiving encouragement or support,
receiving advice or information, receiving help, appreciating others, being accepted,
making friends, having fun, participating in activities, learning English, communicating
effectively, speaking own language, performing well academically, experiencing less
demand at school, making decisions, impressed with environment, experiencing
dilemmas, and experiencing local annoyances. Portraits of adjustment and maladjustment
are given as well as case studies in order to highlight the categorization system in both a
general and specific way. The findings of this study contribute to the body of knowledge regarding
international student adjustment because of its use of an adolescent, rather than adult,
international student population. This research is also very practical in that it can be
useful as a basis for individual and group counselling, various school-based and district
programs, and general support and information for school personnel and newly arriving
international students. Ideas for further research using this subject population are also
suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Relations of autonomy and relatedness to school functioning and psychological adjustment during adolescenceBuote, Carol Anne 11 1900 (has links)
One criticism of previous work in the field of adolescent development has been
the paucity of research examining the unique and combined contributions of different
developmental contexts on adolescents' functioning. In an attempt to address this
issue, the current study examined adolescents' perceptions of autonomy and
relatedness within parent, peer, and school contexts in relation to school functioning
and psychological adjustment. Adolescents (N = 478) in Grades 8, 9, and 11
completed self-report questionnaires assessing feelings about their relationships with
parents and peers, and perceptions of school. Teachers completed ratings of
adolescents' strengths and competencies. Academic achievement was assessed using
end of year school grades.
Results revealed several significant gender and grade differences. Whereas
girls reported greater deidealization of their parents and peers, and higher quality of
attachment to peers than did boys, boys- reported being less dependent on their peers
than did girls. Overall, adolescents in grade nine were more dependent on their peers
and reported more trust and communication in their peer relationships than did
adolescents in grade eight.
Correlational results indicated that school functioning was positively associated
with school autonomy, parental attachment, peer attachment and school belonging,
and that problems in psychological adjustment were negatively associated with peer
autonomy, school autonomy, parental attachment, peer attachment, school belonging,
and positively associated with parental autonomy. Results of the multiple regression
analyses indicated that autonomy and relatedness variables accounted for significant
amounts of variance in GPA, teacher-rated school competencies, internalizing
problems, and externalizing problems. Analyses also revealed variables which
uniquely predicted areas of functioning across contexts and gender.
This cross-sectional study provides new theoretical insights regarding relations
of autonomy and relatedness to school functioning and psychological adjustment
during adolescence across multiple contexts. The findings contribute to a more
thorough understanding of the dimensions of autonomy and relatedness that may have
important implications for educators and parents of adolescents for improving
educational practice and for promoting school success and positive adjustment. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Experiences of limited English proficient grade eight learners in transition from township primary to English medium secondary schools.27 October 2008 (has links)
D.Ed. / Apartheid and underdevelopment have shaped the educational system in South Africa. Previously South African public schools have been segregated according to race and separate education systems had been instituted for the four main population groups since the early foundations of educations. Racially mixed schools were prohibited. With the transformation of South Africa to a democratic country, where the African National Congress came to power in 1994, many changes took place. One of these was fundamental changes to the educational system with the admittance of learners of all races to previously racially segregated schools. Many parents from townships welcomed the opportunity to have their children attend schools in urban areas to expose them to education that they perceive to be of a higher standard than that in township schools. This movement of learners from all ethnic groups to English medium schools has necessitated some changes in these schools to accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds. It is important to note that these learners bring to the classroom languages and cultures previously underrepresented. Learners who come from different cultural or linguistic backgrounds are often seen as environmentally deprived simply because of their “being different” from the dominant culture. These learners begin their schooling with certain lags that may be due to the fact that they have a limited understanding of the language of instruction. These communication difficulties are exacerbated when the learner is confronted with a foreign culture that may cause anxiety and frustration as well as insecurity. This, in turn, becomes the educator’s problem, because learning is impeded under such circumstances. Grade eight learners in transition from township schools may also have added difficulties on account of their required adjustment to changes linked to their developmental phase, namely adolescence. The aim of this study was to explore and describe the experiences of LEP grade eight learners in transition from township schools to English multicultural schools in order to develop an intervention programme for educators and educational psychologists with regard of support for these learners. The research was conducted from the qualitative paradigm. It included a literature review, individual and focus group interviews with learner, their educators and their parents, essays by LEP learners and observation of these learners. A purposive sample of ten learners from each six English medium secondary schools in Gauteng was selected. Data analysis was deductive. Categories of meaning included the following: scholastic performance, emotional factors, behavioural factors, sociological factors, cultural factors, environmental factors, educator attitudes and, finally, transition and adjustment. The three groups of respondents agreed to a large extent on the experiences of LEP learners. An intervention programme, based on the findings of the study, was developed for educators and educational psychologists to render support for LEP learners in order to facilitate their learning and adjustment in multicultural schools. The principal areas of the programme aimed at providing and inclusive, inviting educational approach that will enable learners to feel included and valued in the school, while improving their learning and adjustment. / Prof. J. Pillay
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Adolescent conflict with parents and friends: the role of negative affect and resolution strategy in predicting relationship impactUnknown Date (has links)
This study examined associations between conflict affect, resolution, and relationship impact in adolescent conflicts with mothers and friends. Participants included 231 adolescents who were on average 14 years of age. Over three consecutive days, participants completed a diary study in which they reported and described conflicts with mothers and friends. Path analyses were used to examine direct and indirect associations from negative affect and resolution to relationship impact contrasting disagreements with mothers and disagreements with friends. Moderator analyses examined whether patterns of association differed by gender or conflict topic. Findings revealed that lower levels of negative affect and higher levels of compromise were associated with improved relations for both adolescent conflicts with mothers and friends. Mediation analyses indicated that negative affect largely accounted for the association between compromise and relationship impact. There was no difference between mother-adolescent and friend-adolescent relationships in the strength of these associations. Gender and conflict topic did not moderate these associations. These findings are consistent with a larger body of research on marital relationships, which suggests that negative affect plays a key role in predicting relationship outcomes. Specifically, it appears that regardless of the amount of compromise, it is the expression of anger that determines whether a conflict improves or worsens a relationship. / bu Gwen R. Pursell. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.
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An examination of the nature of attachment, identity, and adjustment in adolescents adopted from the child welfare systemWoodman, Kimberly K. Creasey, Gary L. January 2005 (has links)
Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Gary L. Creasey (chair), Jeanne A. Howard, Susan L. Smith, Adena B. Meyers, Alvin E. House. Includes bibliographical references (leaves 141-154) and abstract. Also available in print.
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The separate and combined effects of mother, father, and peer attachment on young adolescents' social, behavioral, and emotional adjustmentHellenthal, Rebecca L. January 2006 (has links)
Thesis (M.S.)--Ohio University, June, 2006. / Title from PDF t.p. Includes bibliographical references (p. 88-96)
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Social perspective-taking in the friendships of adolescents implications for friendship quality and emotional adjustment /Smith, Rhiannon L. Rose, Amanda J. January 2009 (has links)
The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 22, 2010). Thesis advisor: Dr. Amanda J. Rose. Includes bibliographical references.
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Exploring the role of negative mood states in the substance use and delinquency of incarcerated adolescents /Turner, Aaron P. January 2001 (has links)
Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 72-95).
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